Educational mobility of Second-Generation Turks : Cross-national perspectives

Abstract

Acknowledgements 1 The Educational Mobility of the European Second Generation A Three-Country Comparison 1.1 Introduction 1.2 Ethnic educational inequalities: A theoretical framework 1.3 Research questions and design 1.4 Structure of the book 2 The Worlds of Turkish Fathers and Mothers 2.1 Introduction 2.2 Periods of Turkish immigration to Austria, France and Sweden 2.3 Policy responses by the three receiving countries 2.3.1 Austria 2.3.2 France 2.3.3 Sweden 2.4 Turkish immigrants in five urban destinations 2.5 Comparing the relative positions of the parental generation across five cities 2.6 Conclusion 3 An Initial Look at Education Outcomes 3.1 Introduction 3.2 Education levels reached by young adults in Austria, France and Sweden 3.3 Accounting for compositional differences 3.4 Inter-generational educational mobility 3.5 Conclusion 4 Behind the Scenes: The Family Examined 4.1 Introduction 4.2 Parental involvement as social capital 4.3 Older siblings' involvement as social capital 4.4 Do Turkish families muster more family support for education? 4.5 Conclusion 5 Beyond the Family: Peers and Teachers 5.1 Introduction 5.2 Social relationships with peers and teachers 5.3 Peer group characteristics of the Turkish second generation 5.4 Student-teacher relationships among the Turkish second generation 5.5 Peers and teachers as mediating actors in processes of educational attainment 5.6 Differences between the comparison group and secondgeneration Turks 5.7 Conclusion 6 Navigating the System 6.1 Introduction 6.2 Education pathways compared-the perspective on institutional arrangements 6.2.1 France 6.2.2 Sweden 6.2.3 Austria 6.3 Conclusion 7 Interactions between Individual-level and Institutional-level Factors 7.1 Introduction 7.2 What causes inequalities in education careers within systems?

The multiplier effect: how the accumulation of cultural and social capital explains steep upward social mobility of children of low-educated immigrants

“…In the Netherlands we found that twice as many secondgeneration Turkish and Moroccan pupils used the longer route (three years longer) through vocational education to higher education than pupils of Dutch descent. Similar outcomes were found for alternative routes in France and Austria (Schnell 2014;Schnell, Keskiner, and Crul 2013). Our findings on the labour market fit into this picture and underscore the importance of the multiplier effect for the second generation.…”

“…We developed this theory on the basis of our comparative research of, among other topics, the educational trajectories of children of immigrants across different countries. The emphasis in the integration context theory lies on the central role of national or local institutional arrangements such as pre-school facilities, the amount of school contact hours, selection and tracking mechanisms, and alternative pathways to higher education (see Crul 2013;Crul and Schneider 2010;Lelie 2012, 2013;Crul et al 2012aCrul et al , 2012bSchnell 2014;Schnell, Keskiner, and Crul 2013). The key idea is that different school systems demand different strategies and forms of engagement from children and their parents.…”

Behind the scenes: family involvement and educational achievements of second-generation Turks in Austria, France and Sweden

“…At the same time, only those Turkish fathers and mothers who are equipped with higher educational credentials and advanced skills in the German language are able to support their children -and that is still a minority in the Turkish community (Schnell, 2014).…”

“…Finally, France (Strasbourg and Paris) has been selected as a third case for this comparison. Although its education system is comprehensive and resembles the structure of the Swedish system, a number of national studies have revealed that France has high-stakes testing at the end of compulsory education, as well as selectivity across subjects in upper-secondary education, leading to what I call a 'selective comprehensive system' (Schnell, 2014), making France an interesting contrasting case.…”

Students doing unpaid work, by immigrant background

“…Many studies have shown the negative effect of early selection for children from disadvantaged backgrounds (Ammermüller, 2005;Bauern and Riphahn, 2006;Breen and Jonsson 2005;Brunello and Checchi, 2007;Horn, 2009;van der Werfhorst and Mijs, 2010) and a few studies have examined the effect of early selection and tracking on children with an immigrant background (Crul and Vermeulen, 2006;Entorf and Lauk, 2008;Heckmann et al, 2001;Penn and Lampert, 2009;Shavit, 1990). Entorf and Lauk (2008), Shavit (1990) and Schnell (2014), in particular, suggest that ethnic minority groups suffer most when students are tracked at an early age. There is also some evidence that early tracking might be especially problematic for students with an immigrant background if these students do not have access to high-quality early childhood education (Crul, 2015;Crul et al, 2016).…”