Trajectories of Immigrants' Children in Secondary Education in France: Differentiation and Polarization

Abstract

The structure of secondary education in France and the qualifi cations delivered (CAP, BEP, brevet, baccalauréats) are explained in the Appendix. LORCERIE Françoise, 2003, L'école et le défi ethnique : éducation et intégration, Issy-les-Moulineaux, ESF, 333 p. MALLET Pascal, BOUSTA Saïd, 1988, "La situation scolaire des adolescents issus des immigrations", L'orientation scolaire et professionnelle, 17(2).

“Is it Merit or Cultural Capital?” The role of parents during early tracking in Amsterdam and Strasbourg among descendants of immigrants from Turkey

“…Hence, low parental aspirations and issues of orientations could be one issue leading young people in Strasbourg to despair of higher education. This argument also corroborates the importance parental aspirations in understanding educational outcomes in France (Brinbaum and Kieffer, 2010).…”

“…In the case of France, Brinbaum and Kieffer (2010) have shown that French immigrant parents had higher aspirations for their children compared to native-born parents with similar educational and occupational backgrounds. Yet Schnell's (2012) study has shown Turkish migrant parents to have lower educational aspiration in France compared to Austria and Sweden.…”

Exploring social and psycho-social factors that might help explain the Afro-Caribbean boy underachievement in England

“…Immigrant adolescent boys tend to lag behind their female counterparts in academic achievement in the United States (Crosnoe and Turley, 2011;Feliciano, 2012;Plunket and Bá maca-Gó mez, 2003;Suá rezOrozco et al, 2010); Canada (Abada and Tenkorang, 2009) and France (Brinbaum and Kieffer, 2009). Conversely, the opposite occurs among secondary immigrant girls in Spain (Vaquera and Kao, 2012).…”

From the Jewish Question to the Muslim Question. Republican Rigorism, Culturalist Differentialism and Antinomies of Enforced Emancipation

“…59 Research findings in France show that the prevalent location in the least qualified segments of the working class of Muslim families (of North African, SubSaharan African and Turkish descent) is the main factor behind the trajectories of exclusion of their children at school and in the transition to work. 60 Given a scenario of poor academic results among Muslim youth in general, however, studies also point to the better academic results of girls in comparison with boys of same origin. For instance, the baccalauréat pass rate is 74% for girls and 43% for boys of North African origin, most with a Muslim background.…”