The roots of ambition: Explaining the immigrant advantage in educational aspirations and choices in Western Europe.

Autor/in	Martínez López, Gabriel Tarriba
Titel	The roots of ambition: Explaining the immigrant advantage in educational aspirations and choices in Western Europe.
Quelle	Berlin: Hertie School (2021), 155 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit Dissertation, Hertie School, 2021.
Reihe	Dissertations submitted to the Hertie School. 04/2021
Sprache	englisch
Dokumenttyp	online; Monographie
DOI	10.48462/opus4-3773
URN	urn:nbn:de:kobv:b1570-opus4-37738
Schlagwörter	Schüler; Ehrgeiz; Dissertation; Migrant; Westeuropa
Abstract	In most Western European countries, the children of immigrants generally have a lower educational performance than children of native origin. Yet controlling for performance, they tend to make more ambitious educational choices. While the first phenomenon is largely explained by the disadvantaged socioeconomic situation of most immigrant families, the reasons for the second phenomenon remain unclear. In this doctoral dissertation, I explore some of the mechanisms that could account for the high educational ambitions of the children of immigrants in Western Europe. The dissertation comprises an introductory chapter followed by three empirical chapters. Chapter 2 focuses on the effects of cross-nativity parentage on the likelihood of enrolling in academic upper secondary school in England, Germany, the Netherlands and Sweden. Transnational children (those with a first-generation and a second-generation immigrant parent) display the high educational ambition of children with two immigrant parents in most regards. In contrast, mixed children (those with a first-generation immigrant parent and a native-origin parent) closely resemble children with two native parents. In chapter 3, I examine the relationship between children´s sources of information on future education and their realistic educational aspirations. I analyze how this relationship differs between natives and the children of immigrants in England and Sweden. The results indicate that for natives in both countries, and for the children of immigrants in England, information is positively related to realistic educational aspirations. However, information does not seem to affect the aspirations of the children of immigrants in Sweden and, for foreign-born children who immigrated before age 6, the relationship seems to be negative. Finally, in chapter 4, I explore ethnic differences in intergenerational educational mobility in Germany, focusing on the comparison between native-origin youth, Turkish-origin youth and the children of native German immigrants from Central and Eastern Europe and the former Soviet Union. I find that immigrant-origin youth are more likely to be upwardly mobile in terms of educational attainment, and that they are less affected by their parents´ educational attainment than natives. Moreover, I find a moderating role of age of immigration. I discuss possible explanations for my findings, including contextual differences in the substantive meaning of educational attainment. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2021/3