Sekundäre Effekte der ethnischen Herkunft: Kinder aus türkischen Familien am ersten Bildungsübergang

Kristen, Cornelia; Dollmann, Jörg

doi:10.1007/978-3-531-92105-1_5

Cited by 73 publications

(41 citation statements)

References 18 publications

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“…Early selection in Germany and Austria seems to be a similar barrier for respondents of native parents (with low educational credentials) as for the children of Turkish descent, reflecting a general inequality of the school system (Kristen and Dollmann 2010). Not attending pre-school, however, makes the barrier for the Turkish second generation even higher.…”

Section: Age Of Selection and School Contact Hoursmentioning

confidence: 99%

Snakes and Ladders in Educational Systems: Access to Higher Education for Second-Generation Turks in Europe

Crul¹

2013

Journal of Ethnic and Migration Studies

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Based on the first international standardised survey on the second generation in Europe, I compare the school trajectories of youth from the same origin group (parents born in Turkey), with the same starting position (born in Europe) and the same socioeconomic status (parents with only modest educational credentials) in six European countries. The differences between countries are substantial. The opportunity to enter higher education is seven times greater in the highest-performing country than in the lowest. These differences can be explained by the institutional arrangements in education in interaction with the available family resources. The article highlights the importance of the oft-neglected national school context.

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Section: Age Of Selection and School Contact Hoursmentioning

confidence: 99%

Snakes and Ladders in Educational Systems: Access to Higher Education for Second-Generation Turks in Europe

Crul¹

2013

Journal of Ethnic and Migration Studies

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“…Second, we claim that especially poorly-qualified minority members are characterized by a noticeable tendency for higher non-cognitive skills than their qualifications imply. After all, the children of immigrants are known for their high aspirations and status attainment motivation despite their on average lower academic performance (Kristen and Dollmann, 2010;Salikutluk, 2013). These aspirations for upward mobility do not come as a surprise, since immigrants tend to be positively selected "for their drive, ambition and high aspirations" (Heath and Brinbaum, 2007, 297).…”

Section: What If Immigrant Minorities' Educational Qualifications Carmentioning

confidence: 99%

Income Advantages of Poorly Qualified Immigrant Minorities: Why School Dropouts of Turkish Origin Earn More in Germany

2015

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We investigate an often overlooked implication of the signaling model of statistical discrimination: if immigrant minorities' educational qualifications carry less signaling power, poorly-qualified minority members should experience positive statistical discrimination. We argue that the lower signaling power stems from disadvantages associated with insufficient language skills and lack of supportive parental resources, which prevent minority students from achieving those educational qualifications that would reflect their high motivation and ambition. Yet, if education counts less, so does its lack. Using data from the German Microcensus, we compare log hourly personal income of 1.5 th and 2 nd generation Spätaussiedler and persons of Turkish origin to that of native Germans. Using (semi-parametric) generalized additive models, we find solid support for our claim that poorly-qualified persons of Turkish origin experience income advantages; they frequently work in jobs for which they are underqualified. Once different frequencies of over-and undereducation are taken into account, no ethnic differences in educational returns remain. Our results extend to other comparable immigrant groups in Germany.

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“…Alternatively, differences between the migrant groups may originate from group differences in background factors that were not considered here – such as different achievement norms or variation in migration biographies. For example, Turkish migrants in the German context are well‐known to hold particularly high educational aspirations for their children (Nauck, ; Kristen and Dollmann, ), which may explain higher levels of knowledge. This and other potential explanations deserve closer attention in future research.…”

Section: Resultsmentioning

confidence: 99%

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

Kretschmer

2018

International Migration

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To make sound educational decisions, students and their parents have to be informed about the way the educational system works. Such knowledge, however, tends to vary across social groups. This study investigates the differences in education‐related knowledge between native and migrant mothers in the German context. Empirical analyses based on a sample of native German mothers and mothers from Turkey or the former Soviet Union (N = 2076) indicate that migrant mothers know less about the German educational system than their native counterparts. An investigation of the potential sources of these knowledge gaps shows that migrants’ weaker socio‐economic status explains a substantial part of their lower level of knowledge, particularly among families of Turkish origin. Furthermore, migrants’ less profitable social network composition and lower levels of German language skills contribute to their information deficits. Based on these empirical results, the study considers opportunities for improving the knowledge base of migrant parents.

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Sekundäre Effekte der ethnischen Herkunft: Kinder aus türkischen Familien am ersten Bildungsübergang

Cited by 73 publications

References 18 publications

Snakes and Ladders in Educational Systems: Access to Higher Education for Second-Generation Turks in Europe

Snakes and Ladders in Educational Systems: Access to Higher Education for Second-Generation Turks in Europe

Income Advantages of Poorly Qualified Immigrant Minorities: Why School Dropouts of Turkish Origin Earn More in Germany

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

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