Educational Mobility of Second-Generation Turks : Cross-National Perspectives.
- 1st ed.
- 1 online resource (280 pages)
- IMISCOE Research Series .
- IMISCOE Research Series .
Cover -- Table of Contents -- 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 second-generation 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? -- 7.2.1 France -- 7.2.2 Sweden -- 7.2.3 Austria -- 7.3 The relevance of educational resources for mobility in education -- 7.4 Conclusion -- 8. Explaining Cross-national Differences in Educational Mobility -- 8.1 Introduction -- 8.2 Cross-national and cross-city differences in educational mobility -- 8.3 Explaining differences in educational mobility -- 8.4 Interactions between individual-level and institutional-level factors -- Appendix -- PART A Survey samples, response rates and weights -- 1 The TIES survey in Austria, France and Sweden -- 2 Comparing the TIES survey with reference data -- PART B Measurement, analysis strategies and additional outcomes -- 2 The Worlds of Turkish Fathers and Mothers -- 3 An Initial Look at Education Outcomes -- 4 Behind the Scenes: The Family Examined -- 5 Beyond the Family: Peers and Teachers -- 6 Navigating the System -- 7 Interactions between Individual-level and Institutional-level Factors -- Bibliography -- Other IMISCOE Research titles -- List of Figures and Tables -- Figures -- Figure 2.1 Region of origin of the parental generation, by city -- Figure 2.2 Percentage distribution of job status in quartiles of the ISEI index, parental generation, by city (%) -- Figure 2.3 The parental generation's host country language ability, by city (%) -- Figure 3.1 Differences in education outcomes before ('gross') and after ('net') controlling for parents' education levels, by city (odds ratios) -- Figure 3.2 Long-range upward mobility in second-generation Turks, by city (%) -- Figure 4.1 Mean and percentage distribution of the main indicators of parental support, by city. Figure 4.2 Predicted probability of leaving school early for second-generation Turks, by city and parental support index -- Figure 4.3 Predicted probability of achieving a post-secondary/tertiary education for second-generation Turks, by city and parental support index -- Figure 4.4 Mean and percentage distribution of the main indicators of sibling support, by city -- Figure 4.5 Predicted probability of leaving school early for second-generation Turks, by city and sibling support index -- Figure 4.6 Predicted probability of achieving post-secondary/tertiary education for second-generation Turks, by city and sibling support index -- Figure 5.1 Perceived importance of peers in supporting studies -- Figure 5.2 Mean and percentage distribution of the main indicators of student-teacher relationships, by city -- Figure 6.1 Outflow rates for France (Paris and Strasbourg), by group (%) -- Figure 6.2 Outflow rates for Sweden (Stockholm), by group (%) -- Figure 6.3 Outflow rates for the comparison group in Austria (Vienna and Linz) (%) -- Figure 6.4 Outflow rates for the Turkish second generation in Austria (Vienna and Linz) (%) -- Figure 7.1 Predicted probability of continuing in the academically orientated tracks at different transition points for the Turkish second generation and the comparison group in France -- Figure 7.2 Predicted probability of continuing in the academically orientated tracks at different transition points for the Turkish second generation and the comparison group in Sweden -- Figure 7.3 Predicted probability of continuing in the academically orientated tracks at different transition points for the Turkish second generation and the comparison group in Austria -- Tables -- Table 1.1 The main structural characteristics of education systems in Sweden, France and Austria. Table 1.2 Total numbers per group and per city in Austria, France and Sweden -- Table 1.3 Age and gender distribution according to group and city -- Table 1.4 Levels of comparison conducted in this study -- Table 2.1 Numbers of Turkish citizens in Austria, France and Sweden in 1973, 1982, 1990 and 2006 -- Table 2.2 Years of immigration of the parental generation, by city (%) -- Table 2.3 Provinces of origin of the parental generation according to degree of development, by city (%) -- Table 2.4 Ethnic and religious composition of the parental generation, by city (%) -- Table 2.5 Lowest and highest levels of education among the Turkish parental generation, by city (%) -- Table 2.6 Family structure of the parental generation, by city (%) -- Table 2.7 Schematic summary of the relative position of the first-generation Turks, by city -- Table 3.1 Education levels of second-generation Turks and the comparison group, by city (%) -- Table 3.2 Parents' levels of education, by group and city (%) -- Table 3.3 Ordered logistic regression of education levels (odds ratios) -- Table 3.4 Inter-generational educational mobility of the Turkish second generation, by city (%) -- Table 4.1 Parental involvement measures in the TIES survey -- Table 4.2 Correlations between the dimensions of parental support and family characteristics -- Table 4.3 Early school leaving and achieving post-secondary/tertiary education, by group and city (%) -- Table 4.4 Binomial logistic regression of leaving school early for second-generation Turks (odds ratios) -- Table 4.5 Binomial logistic regression of achieving post-secondary/tertiary education for second-generation Turks (odds ratios) -- Table 4.6 Correlations between the dimensions of sibling support and family characteristics. Table 4.7 Importance of parental and sibling support during compulsory school, by group and city -- Table 4.8 Binomial logistic regression of achieving post-secondary/tertiary education (odds ratios) -- Table 4.9 Interaction effects of family support and the second generation (odds ratios) -- Table 5.1 Ethnic composition of 'street' and 'school' peer groups, by city (%) -- Table 5.2 Correlations between the ethnic composition of peer groups and perceived school segregation -- Table 5.3 Peers without a diploma, by city (%) -- Table 5.4 Binomial logistic regression of achieving post-secondary/tertiary education for second-generation Turks controlled for peer characteristics and student-teacher relationships (odds ratios and % change in odds) -- Table 5.5 Binomial logistic regression of achieving post-secondary/tertiary education for second-generation Turks, controlled for peer characteristics, student-teacher relationships and parents' education and support (odds ratios and % change in odds) -- Table 5.6 Peer group and teacher characteristics for the comparison group and second-generation Turks, by city (means -- %) -- Table 5.7 Significant findings on achieving post-secondary/tertiary education for both groups (odds ratios and % change in odds) -- Table 6.1 Pre-school attendance in Paris and Strasbourg, by group (% and age) -- Table 6.2 Typology of education pathways in Paris and Strasbourg, by group and city (%) -- Table 6.3 Pre-school attendance in Stockholm, by group (% and years) -- Table 6.4 Typology of education pathways in Stockholm, by group (%) -- Table 6.5 Pre-school attendance in Vienna and Linz, by group (% and age) -- Table 6.6 Typology of education pathways in Vienna and Linz, by group and city (%) -- Table 6.7 Favourable and unfavourable conditions and practices for upward mobility in education. Table 7.1 Analytical strategy for analysing education pathways.