More diversion than inclusion? Social stratification in the Bologna system

• In Germany, the novel transition between Bologna study cycles is socially selective.
• This is largely the result of indirect influences, most importantly, type of institution.
• As a consequence of the degree structure reform, inequality in attainment increases.

In the course of the Bologna process, traditional one-cycle degree programs have been re-arranged into two successive cycles (bachelor's and master's). In many European countries, this has created a new tertiary degree level below those previously offered. Focusing on Germany, this paper studies the consequences of this new form of differentiation for social inequality. First, we analyze social origin effects on the decision to continue higher education or to leave with a bachelor's degree for a recent post-Bologna cohort. We find that parents' education has a pronounced influence on the probability of their children's enrolment in the second cycle, comparable in size to the effect of parents' education on children's initial tertiary enrolment. Second, the observed gap in enrolment rates is largely the result of indirect influences, most importantly, type of institution. Third, we analyze changes in social origin effects on completion of a master's or traditional equivalent level program over time. Drawing on data from pre- and post-Bologna cohorts, we find that the share of graduates from low educated parents at the master's or equivalent traditional degree level decreases, when study courses adopt the two-cycle structure. Our findings stand in sharp contrast to an official goal of the Bologna Process, namely to support underrepresented groups in the framework of the so called ‘social dimension’.