The variation in educational aspirations among immigrant students in Germany.

Autor/in	Acar, Taylan
Titel	The variation in educational aspirations among immigrant students in Germany.
Quelle	Aus: Kao, Grace (Hrsg.); Park, Hyunjoon (Hrsg.): Research in the sociology of education. 1. Aufl. Bingley, UK: Emerald Publishing (2018) S. 5-40 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Research in the sociology of education. 20
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-78769-077-6; 978-1-78769-078-3
DOI	10.1108/S1479-353920180000020002
Schlagwörter	Bildungsentscheidung; Erwartung; Soziale Herkunft; Schule; Schüler; Abitur; Migrationshintergrund; NEPS (National Educational Panel Study); Sowjetunion; Türkei
Abstract	This study examines the educational aspirations of immigrant students, who are descendants of eight different immigrant communities in Germany. First, the article shows that compared to native German students, the educational aspirations of students with migration origin vary substantially. Challenging previous narratives of immigrant optimism and information deficit, the article suggests that the students of Turkish origin develop a conscious appraisal of obtaining an academic high-school qualification (AHSQ), even if they realize they will not be able to receive one by the end of the high-school. The study also shows that the duration of their stay in Germany plays a significant role in attenuating the high educational aspirations of most immigrant communities. However, Turkish students constitute an exception to this finding as they maintain high idealistic aspirations from first- to third-generation. The return migrant students from the former Soviet Union are the only group who report high educational aspirations, when asked about both their idealistic and realistic aspirations. Finally, the findings indicate that the position of the particular immigrant groups within the German social status hierarchy is a strong determinant of the educational aspirations of immigrant students and their parents. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2