Explaining Native‐Migrant Differences in Parental Knowledge about the German Educational System

Kretschmer, David

doi:10.1111/imig.12535

Cited by 13 publications

(4 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Familiarity with educational alternatives can have two different facets. On the one hand, it involves objective knowledge about certain educational alternatives and the prerequisites associated with them (e.g., Kao & Tienda, 1998;Kretschmer, 2019;Olczyk & Will, 2019). On the other hand, however, this measurement also includes a subjective component that goes beyond objective knowledge and may include an internalization of values and behaviours.…”

Section: Summary and Discussionmentioning

confidence: 99%

Secondary Ethnic Effects in the Transition to Higher Education in Germany and Their Explanations

Neumeyer,

Will

2024

Res High Educ

View full text Add to dashboard Cite

Given their lower socioeconomic background and achievement, immigrants and their descendants have been shown to make more ambitious decisions regarding educational transitions. While previous research has extensively analysed transitions within and after compulsory education, research on late transitions is scarce. This study focuses on the secondary effect of ethnic origin in the transition after upper secondary education in Germany, where school leavers decide between vocational education and training and higher education. Based on longitudinal data from the National Educational Panel Study, we first analyse differences by ethnic origin (Turkey, former Soviet Union, Poland, other countries) and immigrant generation (first, second, third generation) net of socioeconomic background and achievement. Compared to those of the ethnic majority, we find increased probabilities of enrolment in higher education for most ethnic groups of the first and second immigrant generation, net of differences in socioeconomic background and achievement. Second, we test four explanatory approaches for secondary ethnic effects (immigrant optimism, relative status maintenance, anticipated discrimination, and information deficits). By employing decomposition analyses for nonlinear regression models, we find that, taken together, the four explanations account for up to half of the ethnic differences in educational choice after upper secondary education. Specifically, increased levels of immigrant optimism and information deficits regarding vocational education explain a substantial share of the ethnic differences among all origin groups. For Turkish immigrants, the motive to maintain relative status in the origin country also contributes to increased enrolment rates in higher education.

show abstract

Section: Summary and Discussionmentioning

confidence: 99%

Secondary Ethnic Effects in the Transition to Higher Education in Germany and Their Explanations

Neumeyer,

Will

2024

Res High Educ

View full text Add to dashboard Cite

show abstract

“…Thus, they prepare themselves to a lesser extent for the demands of the labor market. Information deficits regarding the peculiarities of the labor market (Kretschmer 2019) may exacerbate this phenomenon. Accordingly, Nennstiel (2021) has shown that immigrants begin their search for a vocational training position later than majority school graduates.…”

Section: Search Behaviormentioning

confidence: 99%

Labor market entry of ethnic minority bachelor’s graduates in Germany: the role of human capital, field of study, and search behavior

Neumeyer¹

2023

Preprint

View full text Add to dashboard Cite

While occupational attainment of ethnic minorities has been widely studied for general populations, few studies exist on the labor market returns of college graduates. This study addresses this gap by focusing graduates of bachelor's degrees, which have been implemented during the Bologna Process in Germany. Using data from nationwide graduate surveys, I investigate ethnic differences in job access and job quality and assess a model of three explanatory approaches (human capital differences, differences in field of study, differences in search behavior). First, job access is more difficult for ethnic minorities, especially from Turkey, while differences in job quality are smaller and less consistent for most minority groups. Second, based on decomposition analyses, I show that differences in human capital and search behavior contribute substantially to increased unemployment rates among ethnic minorities and together explain about half of the ethnic gaps. Third, in addition to grades and work experience in college, human capital acquired prior to college, especially through vocational education and training, helps explain ethnic differences in job access. Fourth, while ethnic unemployment gaps are smaller among men than among women, the explanatory value of the tested model is similar for men and women.

show abstract

“…Concerning structural integration, late adolescence is a time in which youth make important decisions on their educational careers or even enter the labor market. Social capital affects these decisions, and since most Muslim youth are descendants of immigrants, some of them may lack knowledge of the educational system and labor market institutions (Kretschmer 2019). Contact to native-origin peers whose families are better acquainted with the institutions of the host society thus can be beneficial to make adequate plans (Lancee 2010).…”

Section: Saom Analysismentioning

confidence: 99%

Stable or Dynamic? The Development of Muslims’ and Non-Muslims’ Friendship-Making Across Adolescence and the Emergence of Muslim Girls’ In-Group Bias

Kretschmer¹,

Leszczensky²

2023

Preprint

View full text Add to dashboard Cite

Friendship segregation between Muslim and non-Muslim youth may result from both Muslim in-group bias and non-Muslim reluctance to befriend Muslims. However, previous studies pro-vide only snapshots, thus ignoring how religious friendship-making develops throughout adolescence. This is particularly concerning for Muslim girls, who are increasingly exposed to endogamy norms during adolescence, which may complicate their out-group friendships. Analyzing six waves of longitudinal friendship network data in German schools with growth-curve and stochastic actor-oriented models, we examine how religious friendship-making evolves from age 11 to 17. While Muslim girls initially have as many interreligious friends as their male counterparts, their in-group bias increases substantially throughout adolescence. By contrast, both Muslim boys’ in-group bias and non-Muslims’ reluctance to be friends with Muslims remain stable throughout adolescence. Over the course of adolescence, Muslim girls thus evolve from the group most open to intergroup friendships to the group most focused on the religious in-group.

show abstract

Explaining Native‐Migrant Differences in Parental Knowledge about the German Educational System

Cited by 13 publications

References 47 publications

Secondary Ethnic Effects in the Transition to Higher Education in Germany and Their Explanations

Secondary Ethnic Effects in the Transition to Higher Education in Germany and Their Explanations

Labor market entry of ethnic minority bachelor’s graduates in Germany: the role of human capital, field of study, and search behavior

Stable or Dynamic? The Development of Muslims’ and Non-Muslims’ Friendship-Making Across Adolescence and the Emergence of Muslim Girls’ In-Group Bias

Contact Info

Product

Resources

About