Ethnic Composition and School Performance in the Secondary Education                     of Turkish Migrant Students in Seven Countries and 19 European Educational                     Systems

Veerman, Gert-Jan; Dronkers, Jaap

doi:10.1111/imre.12185

Cited by 8 publications

(9 citation statements)

References 51 publications

(96 reference statements)

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“…Finally, given the importance of identity development for psychological wellbeing, our paper provides a partial corrective to accounts of classroom ethnic diversity that have highlighted the negative consequences for pupils' outcomes (e.g. Veerman and Dronkers 2016).…”

Section: Discussionmentioning

confidence: 99%

School composition and multiple ethnic identities of migrant-origin adolescents in the Netherlands

Veerman

Platt

2021

Ethnic and Racial Studies

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Ethnic identity is central to many contemporary discussions of belonging and assimilation of migrant-origin youth. Studies typically focus on a single minority identity. Identity theory implies, however, that individuals may hold multiple ethnic identities, or none, and these may find expression to a greater or less extent depending on context. Using a nationally representative, longitudinal study of Dutch teenagers, we investigate the role of classroom ethnic composition in shaping multiple ethnic identity expression. Framing identity choices as a relational process, we show that the number of ethnic identities that children with a migrant-origin background choose is greater for those students who are exposed to a more ethnically diverse context, while less diverse classrooms foster ethnic identification with no or fewer minority groups. Classification of migrant-origin students with a single (minority) ethnicity may thus be an oversimplification of ethnic identity, even for those from a single country of origin.

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Section: Discussionmentioning

confidence: 99%

School composition and multiple ethnic identities of migrant-origin adolescents in the Netherlands

Veerman

Platt

2021

Ethnic and Racial Studies

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“…Supporting positive diversity climate is of utmost importance in diverse schools: According to a study by Rjosk et al ( 2017 ), a high proportion of ethnic minority students or ethnically diverse classrooms are connected with students' lower sense of belonging as well as lower educational outcomes of individual students. Other studies have shown no effect of the proportion of natives or co-ethnics at the school on school performances in secondary education for Turkish origin students, and a negative association between ethnic diversity and learning outcomes in math, possibly because of lesser opportunities to gain access to social networks of native peers (Veermlan and Dronkers, 2016 ). However, also contradictory results exist: In the Netherlands, Peetsma et al ( 2006 ) found that a greater amount of migrants in a class was positively associated with math scores for students from Turkish and Moroccan origin, and they explain this result with the expertise that teachers have gained in adapting their teaching according to students' needs (see also Veermlan and Dronkers, 2016 ).…”

Section: Previous Research and Contextmentioning

confidence: 98%

“…In the 1970s, refugees (mainly Kurdish, Assyrian, or Syriani) started to flee from Turkey to Western Europe (Schnell, 2014 ). At the moment, people with Turkish origins are the largest immigration group in Europe (Veermlan and Dronkers, 2016 ).…”

Section: Previous Research and Contextmentioning

confidence: 99%

“…In order to study these question cross-nationally, we place a special focus on two immigrant-origin groups that are present in significant numbers in a number of European countries: children of immigrants with origins in Turkey and former Yugoslavian countries (see e.g., Veermlan and Dronkers, 2016 ). These two groups have also been identified as being at a major educational disadvantage across Europe (e.g., Crul, 2013 ; Schnell and Fibbi, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

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Language Choices at Home and Their Relationship With Educational Outcomes, With a Special Focus on Children With Origins in Former Yugoslavia and Turkey in Six European Countries

Kilpi-Jakonen

Alisaari

2022

Front. Sociol.

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Language has been conceptualized as both a measure as well as a predictor of integration among immigrants and their children. However, the relationship between language spoken at home and different educational outcomes remains poorly understood. Many studies indicate that nurturing students' first languages is positively associated with their learning at school. Other research suggests that one of the reasons why children of immigrants tend to perform worse at school is due to speaking a language other than that of instruction at home. In order to shed further light on the role of language choices at home for education, we examine both the correlates of language use at home as well as the relationship between this and reading scores and educational expectations. We differentiate between three language use groups: those who mainly use the language of origin at home, those who only use the language of instruction at home, and those who use both of these. We analyze these relationships using data from the Programme for International Student Assessment (PISA). In order to examine country differences, we place a special focus on two immigrant-origin groups that are present in significant numbers in a number of European countries: children with origins in Turkey and former Yugoslavia. These two groups have also been identified as being at major educational disadvantage across Europe. Our results suggest that continuing to (mainly) use the language of origin at home is more prevalent among children from socioeconomically more disadvantaged families, but is supported by more socioeconomically advantaged and more diverse school environments. In the majority of countries studied, switching to the language of instruction is associated with higher reading scores but not with higher educational expectations than continuing to speak mainly the language of origin at home. These relationships are to a large extent confounded (or in some cases potentially mediated) by family factors such as socioeconomic status and school-related factors such as school's socioeconomic composition. We conclude by highlighting the role that linguistically responsive pedagogies and a positive school climate can play for the education of all young people but in particular newly-arrived immigrants.

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“…These seemingly contradictory results could partly be explained by the different macro-contexts of each study. Cross-country studies have shown that segregation and ethnic diversity have opposite relationships with school performance (Veerman & Dronkers, 2013), ethnic tolerance (Janmaat, 2012) and classroom disruption (Veerman, 2015) in different countries. In countries with a more inclusive immigration policy, segregation can have less of an impact, or even show no negative influence.…”

Section: Contextual Characteristics and Country Differencesmentioning

confidence: 99%

Immigrant parents’ acculturation strategies and involvement in children’s education

Francot¹

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Interactive acculturationResearch on the acculturation of immigrant and ethnic-cultural minority groups has been strongly influenced by Berry's two-dimensional Integration-Acculturation Model (Berry, 1997). In this framework, acculturation is defined as the interplay of two theoretically independent dimensions: immigrants' preference for maintenance of the heritage culture and language (which can vary from low to high) and their preference for intercultural contact with members of the majority group and more broadly for participation in the majority society (which can also vary from low to high; see Berry et al., 2006). Combined, these orientations result in four types of acculturation strategies: integration (comparatively strong preference for cultural maintenance and comparatively strong preference for intercultural contact and participation in the majority society), assimilation (low preference for cultural maintenance and high preference for majority group contact and participation), separation (high preference for maintenance of the heritage culture together with a strong orientation on the cultural in-group and low majority group contact and societal participation), and marginalization (low preference for cultural maintenance together with limited connection to the in-group and low preference for intercultural contact with the majority group and participation in the majority society). Zagefka et al. (2011), among other scholars, have pointed out that majority group members and the majority society as a whole also have acculturation preferences for immigrants and ethnic-cultural minority groups, which in turn can shape the acculturation strategies of these groups. This view is referred to as the Interactive Acculturation Model (Bourhis et al., 1997;Zagefka et al., 2011). Acculturation of immigrants is seen as an interactive process that is actively co-constructed by both the immigrants and the majority society (Passiatore et al., 2019;Phalet & Baysu, 2020). In this regard, local and national integration policies are of particular interest. Different local and national policies on integration have been identified across Europe and three main models are currently distinguished (Aggestam & Hill, 2008). The assimilation model, also referred to as the 'republican model' (referring to France as a country that exemplifies this model), opts for cultural homogenization, requiring ethnic-cultural minority groups to adopt the predominant national norms and language. The multicultural model, also referred to as the pluralism model, grants rights to ethnic-cultural groups and supports diversity in public institutions, such as education. Finally, the exclusionary model, also known as the separation model, regards immigrants as temporary guest workers with the prospect of returning, while excluding them from full citizenship (Doomernik & Bruquetas-Callejo, 2016;Rodríguez-García, 2010).As stated above, several European countries nowadays opt for an assimilation model in their local and national policies (Malik, 2015). Alth...

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Ethnic Composition and School Performance in the Secondary Education of Turkish Migrant Students in Seven Countries and 19 European Educational Systems

Cited by 8 publications

References 51 publications

School composition and multiple ethnic identities of migrant-origin adolescents in the Netherlands

School composition and multiple ethnic identities of migrant-origin adolescents in the Netherlands

Language Choices at Home and Their Relationship With Educational Outcomes, With a Special Focus on Children With Origins in Former Yugoslavia and Turkey in Six European Countries

Immigrant parents’ acculturation strategies and involvement in children’s education

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