This study investigates whether the ethnic and socioeconomic composition of the secondary school affect higher education enrollment and program choice (non-university higher education or university) in an educational system using a separation model. School-wide social capital is investigated as an underlying mechanism to explain how school composition affects higher education enrollment. Results of logistic multilevel analyses, carried out on the International Study of City Youth (ISCY) data of 1131 Flemish students across 30 schools, demonstrated that students enrolled in migrant concentration schools showed lower rates of higher education attendance because these schools were associated with a low socioeconomic composition. Attending high migrant composition schools and/or high socioeconomic composition schools was beneficial to attend university programs. High-quality peer relationships mediated these composition effects. Additionally, a boosting effect of teacher-student relationships and a buffering effect of high-quality peer relations at school were found, rendering these interesting tools for educational policy makers to decrease social inequality in higher education enrollment and program choice.

本研究使用分离模型调查中学的种族和社会经济构成是否影响教育系统中的高等教育入学率和课程选择（非大学高等教育或大学）。研究学校范围内的社会资本是解释其如何学校组成会影响高等教育的入学率。对30所学校中的1131名佛兰德学生的国际城市青年（ISCY）数据进行的逻辑多级分析结果表明，移民集中学校的学生入学率较低，因为这些学校的入学率较低社会经济构成。上高移民组成的学校和/或高社会经济组成的学校有利于参加大学课程。高质量的同伴关系介导了这些组成效应。此外，还发现教师与学生关系的促进作用和学校高质量同伴关系的缓冲作用，