Children of Turkish Immigrants in Germany and the Netherlands: The Impact of Differences in Vocational and Academic Tracking Systems

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Crul, Maurice; Schneider, Jens
Titel	Children of Turkish Immigrants in Germany and the Netherlands: The Impact of Differences in Vocational and Academic Tracking Systems
Quelle	In: Teachers College Record, 111 (2009) 6, S.1508-1527 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Research Design; Educational Objectives; High Achievement; Outcomes of Education; Educational Attainment; Labor Market; Statistical Data; Foreign Countries; Work Experience; Immigrants; Surveys; Census Figures; Inclusive Schools; Germany; Netherlands; Turkey + Suchen Sie Ihr Suchwort? Forschungsdesign; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Bildungsabschluss; Bildungsgut; Labour market; Arbeitsmarkt; Ausland; Employment experience; Job experience; Occupational experience; Berufserfahrung; Immigrant; Immigrantin; Immigranten; Survey; Umfrage; Befragung; Volkszählung; Inclusive school; Integrative Schule; Deutschland; Niederlande; Türkei
Abstract	Background/Context: Much research is being done on Turkish immigrants and their children in Germany and the Netherlands, but almost always from a national perspective. To compare the situation, for example, regarding educational outcomes across the two countries has proved to be very difficult because of different sets, selection criteria, and time periods for statistical data on immigrant populations. However, those data, which are actually available and comparable to at least some degree, already show how strongly the differences in educational attainment and labor market integration of Turkish immigrants depend on structural and systemic differences in the ways that education is organized in Germany and the Netherlands. Purpose/Objective/Research Question/Focus of Study: The article analyzes available data on young Turkish immigrants and native-born second generations and their educational success in the two countries with the major Turkish populations in Western Europe. It aims to direct the focus away from group background characteristics, which are actually quite similar, to the influence of institutional arrangements and the way that the educational system facilitates (or not) the educational integration of Turkish youth. Research Design: The article is based on publicly collected and available data on the Turkish populations in Germany and the Netherlands. This mainly refers to the Dutch SPVA surveys and the German micro-census and Integration Survey. Conclusions/Recommendations: The findings show that more than group characteristics, systemic and institutional factors can have a decisive role in promoting or hampering the educational and labor market integration of young immigrants and the native-born second generation. The greater openness of the Dutch school system to provide "long routes" and "second chances" shows its effect in significantly higher shares of Turks in higher education. On the other side, the dual system of vocational training in Germany seems to be better suited for labor market integration, especially because apprenticeships are more practice oriented and do count as work experience for later application procedures. The Dutch system also offers better opportunities for girls than does the German system. Yet, the polarization effect between "high achievement" and "failure" of only partial integration success is greater in the Netherlands, whereas the overall advancement is slower, but also less polarizing, in Germany. In this sense, each country could learn something from its neighbor regarding those aspects of the institutional and systemic setting that apparently fail to do the job well enough. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10