Back to school in a new country? The educational participation of adult immigrants in a life-course perspective.

Autor/in	Söhn, Janina
Titel	Back to school in a new country? The educational participation of adult immigrants in a life-course perspective. Gefälligkeitsübersetzung: Zurück in die Schule in einem neuen Land? Die Bildungsbeteiligung erwachsener Einwanderer aus einer Lebensverlaufsperspektive.
Quelle	In: Journal of international migration and integration, 17 (2016) 1, S. 193-214 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1488-3473; 1874-6365
DOI	10.1007/s12134-014-0401-1
Schlagwörter	Längsschnittuntersuchung; Bildungsbeteiligung; Migrationshintergrund; Erwachsenenbildung; Lebenslanges Lernen; Strukturanalyse; Deutschland
Abstract	While the education of the children of immigrants is a much-researched theme, we know very little about the participation of adult immigrants in education. And yet, lifelong learning is a common demand in highly industrialized societies. This article provides a first empirical analysis of adult immigrants' educational participation in Germany. It uses the novel German National Educational Panel Study with unique retrospective life-course data. By adopting a life-course perspective, both transnational continuities in the life-course as well as the ruptures caused by migration are captured. The analysis investigates in what ways participation in education is embedded in immigrants' transnational life-course. It can be shown that immigrants' participation in formal and nonformal full-time education is common. Hypotheses predict a central influence of (1) pre-immigration activities and (2) of legal immigration gateways. Sequence and cluster analysis detect two education-related incorporation patterns: one is marked by a dominance of educational activities and the other by phases in education alternate with employment and unemployment. The results of multivariate models underline the predictive power of pre-immigration activity, i.e., transnational continuity in immigrants' life courses. But we can also observe substantial disruption like the transnational transition from employment to education which can be the enforced response to nonrecognition or devaluation of foreign educational credentials. Institutional opportunities and dispositions linked to legal immigration gateways are even more powerful predictors of educational participation. Altogether, the article illustrates how the interaction of structural opportunities and individual agency plays out in the formation of different incorporation trajectories of adult immigrants. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/3