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The educational outcomes of the descendants of migrants are important indicators of migrants' incorporation into host societies and an indicator of intergenerational social im/mobility. This paper examines this relationship using data from a survey that follows a cohort of young adults, born between 1988 and 1997, who grew up in Switzerland. It looks at the relationship between the educational output of respondents and their parental migratory background, with the theoretical consideration that the family's social capital is a starting point in the descendants' trajectories. The paper is based on secondary data and exploratory cross-sectional quantitative analyses. The results highlight first a correspondence between migrant parents' national origins and their socio-economic status—in other words, an 'ethno-class'. Second, they show differences in educational outcomes between migrants' descendants and native Swiss as well as between the migrants' descendants themselves—which indicates a segmented incorporation process for both the first and the second generation, in confirmation of previous research. Third, results show that parental background and language region of residence are statistically significant in determining the level of education achieved by the migrants' descendants, especially those with a low socio-economic status. Their social mobility is 'limited', and they remain mostly in vocational education. The paper concludes that the Swiss school system still fails to include the most unprivileged and that a glass ceiling remains for them. [ABSTRACT FROM AUTHOR]

Often second generation young adults and their immigrant parents aspire high and towards general education despite a modest socioeconomic background. Little is known about the interrelation between educational aspirations and institutionally co-structured educational pathways. These interrelations are particularly important in an early tracking and a highly segregated education system like Switzerland, where – in contrast to many other countries – vocational education and training is highly valued and frequently attended. We evaluate how educational aspirations amongst young adults of the second generation and Swiss natives change as young people move through the education system – and thus through different educational contexts. We analyse how these changes interfere with group-specific reference systems, educational pathways and structure. [ABSTRACT FROM AUTHOR]

The present research paper explores the concept of cultural competence and its place in the second-generation textbooks of the Algerian Middle School Education. The study is designed to gain insight into the development and the definition of this competence from the point of view of both linguists and didacticians. It then tries to examine its place in the various official documents of the Middle School Education (programs, accompanying documents and 3AM textbooks). The researcher will interview middle school teachers of French regarding their classroom practices and perceptions, in addition to the importance of introducing the cultural competence to develop the skills of writing and speaking in the French language classroom.

This article examines the subjective understanding of success among members of three groups of children of immigrants from Mexico, North Africa and Turkey, in Dallas, Paris and Berlin respectively, by accounting for their educational and early labor market experiences. We utilize neo-assimilation and segmented assimilation theories and highlight their divergence with regards to downward assimilation and frames of reference. We focus on the working-class children of immigrants in the three settings, as they are at the highest risk of downward mobility. We find that frames of reference play a significant role in shaping the subjective understandings of success among the three groups. Despite their disadvantaged position, Mexican Americans in Dallas regard their experiences as successful given their significant departure from their parents' low status. French North Africans in Paris, on the other hand, emphasize their limited ability to overcome the restrictions imposed on them by French society and especially schools. Doing so, they compare themselves to their French peers who do not have an immigrant background. Children of immigrants from Turkey in Berlin, by comparison, encounter labor market discrimination but feel successful relative to their parents' generation. We find that the children of immigrants in our study rely on members of their social networks who impact their labor market experiences as their frame of reference. When they compare themselves to their parents or earlier waves of immigrants, the children of immigrants perceive their accomplishments in a positive light. When they compare themselves to mainstream society, however, they emphasize persisting inequalities. Our conclusions emphasize the importance of understanding subjective experiences of success and mobility that have been largely ignored in the migration literature. [ABSTRACT FROM AUTHOR]

The Workshop to Examine Current and Potential Uses of NCES Longitudinal Surveys by the Education Research Community was held on November 5–6, 2013, in Washington, DC, with the aim of providing the National Center for Education Statistics (NCES) with input on the changing needs of the education research community and to offer ideas on ways NCES longitudinal surveys could be organized to plan into the future—particularly in light of a changing U.S. student population due to growing and diverse flows of immigrants. The following provides an overview of the transformation of the United States into a new nation of immigrants over the past several decades, and of a rapidly growing second generation of children of immigrants; discusses immigration and generational contexts most relevant to situating the educational experience of a changing student population; takes note of a similar previous effort to incorporate immigration-relevant data into federal surveys and official statistics; and proposes a “common core” of questions in NCES longitudinal surveys (only some of which are already being used in some surveys, but not consistently).

Over the past two decades, a growing body of research has focused on immigrant selectivity and its effects on immigrant health, immigrant labor market outcomes, and children of immigrants' educational outcomes. This review provides a theoretical overview of immigrant selectivity and its effects, and critically examines research on the effects of immigrant selectivity. Existing research suggests that positive immigrant selectivity helps explain paradoxical patterns of success among immigrants and their children in health, the labor market, and education. However, future research is needed that uses more rigorous research designs and measures, links immigrant selectivity and outcomes across domains, identifies the mechanisms through which immigrant selectivity matters, and considers different types of immigrant selectivity. I conclude by highlighting promising new studies along these lines and argue that immigrant selectivity is a central part of the process through which immigration contributes to inequality. [ABSTRACT FROM AUTHOR]

Homeland visits and stays have only recently began to receive attention within the growing literature on the religious beliefs and practices of 'second generation' Muslims in Western contexts, just as African Muslims have largely been neglected within this emerging field. Drawing on data collected over a total of 14 months among Senegalese migrant communities in the greater New York area, and in Islamic schools receiving migrants' children in Dakar, Senegal, this paper outlines how young people's homeland returns for the sake of religious education give rise to complex negotiations of meaning and identity. [ABSTRACT FROM AUTHOR]

In his critical comment, Zigerell focuses on three related, yet distinct, claims in our work. First, second-generation Asians are over-credentialed in education to achieve professional parity with whites. Second, second-generation Asians' educational advantage over whites disappears in the labour market where Asians are only as likely as whites to attain a managerial or professional occupation. Third, second-generation Asians might face a bamboo ceiling in the workplace, not unlike the glass ceiling that women face. In this rejoinder, we argue that Zigerell conflates these three distinct claims, and the conflation of these claims underlies his criticism of our work. As a result, his criticism fails to negate the substantive conclusion of our research. [ABSTRACT FROM AUTHOR]

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This paper focuses on schools in the inner city of the Lisbon metropolitan area and a suburban neighbourhood located in the municipality of Sintra, where second generation Brazilian and Cape Verdean students adhere to different meanings of diversity and intercultural dialogue. Their experiences and interpretations were examined more closely through the use of several methods: (1) a multi-level questionnaire which was directed at both students and parents, (2) a compilation of qualitative statements provided by students and parents and (3) a collection of qualitatively analysed statements from teachers and school board members. The results indicate there is a wide divergence of attitudes and perspectives among the different actors, showing a disparity of perspectives when addressing intercultural education. The conclusions drawn indicate that promoting intercultural dialogue is not a one-way street, but requires the development of several intertwined strategies in each of these different contexts and communities. The observed practices of teachers, students, and administrators fell short of the expected policies incorporating intercultural education, indicating that the main barrier for educating these second generation youth is the lack of professional commitment and dialogue between teachers, students and families. Recommendations to foster high-quality intercultural education are identified. [ABSTRACT FROM AUTHOR]

Scholars have long questioned why average educational attainments among children of immigrants vary greatly by country of origin. Immigrants' children from the same country share similar contexts of exit and reception and often similar school and family contexts. What is the relative importance of these factors in explaining ethnic differences in educational attainment? Using cross-classified multi-level models, this study shows that family contexts and immigrant group educational selectivity, but not school contexts, help explain ethnic differences. Immigrant selectivity is more decisive in shaping the second-generation's educational attainment than other group characteristics related to immigrants' contexts of exit and reception. While school socioeconomic status (SES) only influences the attainment of immigrants' children from high-SES families, immigrant group selectivity matters regardless of the SES of the family or school, thus shedding light on why members of some national-origin groups tend to complete more education than others despite similar family and school contexts. [ABSTRACT FROM AUTHOR]

This paper draws on qualitative interviews to explore the educational experiences amongst the UK-born adult children of refugees from Vietnam, Sri Lanka (Tamils) and Turkey (Kurdish). Second generation from refugee backgrounds are characterised by diversity and as a group are increasing numerically. However, little is known about the specificity of their experiences as they have been either subsumed within or have fallen between the research agendas on new migrants, refugees, asylum seekers and the body of research on larger established minorities. This paper sets out to fill a gap in the literature by exploring the perspectives of second generation from refugee backgrounds. We examine the impact of policy-particularly dispersal and mobility-on education, the ways in which inter-generational relations and the aspirations of both parents and their children can be shaped by refugee histories, how schools fail to alleviate barriers to parental participation and racism within school settings, especially-though not exclusively-within schools that are less ethnically diverse. We conclude that the policy context and refugee backgrounds shape educational experiences and aspirations but also significant are the structural divisions that reproduce class and race-based inequalities. [ABSTRACT FROM AUTHOR]

This article looks at second-generation professionals in the education sector in Sweden, France and the Netherlands, whose parents were born in Turkey. In their stories, ethnic school segregation appears as an important topic that coincides with other inequalities in society and signals educational injustice. This so-called wicked problem is used to understand how second-generation professionals assert influence in their quest for educational change. The analysis, based on semi-structured interviews, shows that influence and change are conditional. Second-generation professionals are constrained by the structural boundaries of the sector, which seem particularly fixed because of the way in which the education sector is entangled with state policies. Simultaneously, they are aware of these boundaries, and of the nation-specific change-opportunities existing within them. Using their “in-betweenness” as second-generation social climbers, with their knowledge of the education system, they apply varying practices of change focused on moderating the negative effects of ethnic school segregation. [ABSTRACT FROM PUBLISHER]

Los alumnos de minorías étnicas entran en la escuela desde diversos orígenes, con diferentes experiencias de la inmigración y recursos según las familias de las que proceden. Este artículo trata de responder a dos cuestiones: (1) ¿Por qué algunos estudiantes tienen éxito mientras otros luchan académicamente y no logran conseguirlo?, (2) ¿Hasta qué punto ayuda o desfavorece la consecución del éxito académico el mantenimiento de la cultura de origen? Educadores, investigadores y políticos, con frecuencia, han creído que los niños y niñas inmigrantes tienen mayor éxito en la escuela si ellos y sus familias se asimilan culturalmente y asumen las características prevalentes en la sociedad mayoritaria. Por lo tanto, se piensa a menudo en la retención étnica (como por ejemplo, mantener sus valores étnicos y prácticas) como un factor importante para no tener éxito académico. Sin embargo, basado en evidencias empíricas, la asimilación segmentada es en la actualidad un predictor de mayores logros académicos en los hijos de familias inmigrantes. Este artículo examina los diferentes aspectos del proceso de adaptación a las escuelas de la segunda generación de inmigrantes y las distintas hipótesis alternativas en estos procesos y sus determinantes.Children of ethnic minorities come from diverse backgrounds and enter school with different family migration experiences and resources.This paper addresses two basic questions:(1) Why some students do wellatschool while othersstrive to obtain it and do notsucceed?,(2) To whatextent the maintenance oftheir original culture help or make more difficult their academic achievement? Educators, researchers and policymakers often believe that immigrant children perform better in school if they and their families culturally assimilate and assume the characteristics prevalent in the dominant mainstream society. Therefore, ethnic retention (i.e., immigrant families embracing their own ethnic values and practices) is frequently thought to bea major factor leading to academic under achievement. However, based on empirical evidence, segmented assimilation is actually predictive of higher academic achievement among children from immigrant families. In this article, the author examines different aspects ofthe second-generation adaptation process to school and tests alternative hypotheses on the forms of the process and its determinants.

Jennifer Lee and Min Zhou’sThe Asian American Achievement Paradoxis a remarkable analysis of the educational upward mobility of Chinese and Vietnamese Americans in Los Angeles. It also provides important insights about the status of contemporary Asian Americans more generally. While critical of the ‘model minority’ thesis, the authors take seriously the role of culture in fostering educational attainment. However, their emphasis on immigrant selectivity and individual psychology may be misplaced when it comes to understanding the achievement of second-generation groups. [ABSTRACT FROM PUBLISHER]

The positive relationship between education and exogamy has been well established in the literature; however, we know less regarding the mechanisms behind this relationship as well as the heterogeneity of this relationship across groups and household types.1 Thus, this paper analyzes different forms of household types for descendants focusing on the relationship between education and exogamy.1 Focusing on the role of education both at the individual and at the group level contributes to our understanding of current and future trends regarding social and family structures in destination countries. High quality data at the individual level, from Statistics Sweden, for the whole population of interest are utilized. The overall results confirm the positive relationship between education and exogamy. However, not only education at the individual level but also at the group level is important. Furthermore, this relationship varies across the educational distribution, gender, as well as household type. [ABSTRACT FROM AUTHOR]

A demographic transition to greater ethno-racial diversity, the product in part of large-scale immigration over decades, will create challenges and opportunities for Western societies in coming decades. In this paper, based on our study of the USA and four Western European countries, we sift evidence from the first decade of the twenty-first century to look for clues about the possible consequences of the transition for the integration of the second generation, specifically, the children of low-status immigrants. We find unmet challenges when it comes to educational attainment and early labour-market position. That is, although on average the second generation advances beyond its parents, in each society it lags well behind its agemates from the native majority. Yet we also find, using data from the USA, that segments of the second generation are experiencing social mobility into the upper tiers of the occupational hierarchy and socially integrating with members of the majority group, arguably expanding the societal mainstream. This paradoxical picture, we argue, captures crucial dynamics that will affect the near future in the wealthy West. [ABSTRACT FROM AUTHOR]

This article deals with the education, the formation and the image of the student during the first years of the ‘Hebrew educational system’ in Eretz Yisrael. The Hebrew school was influenced by a strong wish to educate an individual to be productive and close to nature, in contrast to the image of the studious Jew, both traditional and modern. By way of examining whether and to what extent this approach resulted in a provincial nationalistic type of teaching that ignored the Humanities and general knowledge, this article will focus on five key elements of the education system in Eretz Yisrael: the educational viewpoint of the Zionist leadership and the examples set by the ‘Founders’ Generation’ for the ‘Second Generation’; curricula of the various Hebrew schools in Eretz Yisrael; textbooks and reference books accessible to young people; the image of the ‘Hebrew teachers’ who taught the Second Generation and their educational objectives; and children's newspapers and literature in Hebrew to which the Second Generation pupils had access. [ABSTRACT FROM AUTHOR]

By comparing the educational situation of second-generation Turks in the Netherlands and Austria, the paper investigates the reasons behind the differential higher educational gains of the descendants of guest workers in the two countries. By relying on in-depth interviews with second-generation Turks, the paper illustrates how ethnic discrimination in the labour market lead to maintaining a ‘sojourn-perspective’ among Turks in the Austrian setting, who disapprove of long-term educational investments in favour of material resources enabling a potential return to Turkey. At the same time, the sojourn-orientation is giving way to a more long-term perspective in the case of the Netherlands, where Turkish families see investments in Dutch qualifications as worthwhile channels of upward mobility. [ABSTRACT FROM PUBLISHER]

The history of Chinese immigration in Italy is about a century old, but numbers have become consistent in the last decades and the emergence of new generations is a recent phenomenon. This article examines the growing role of Chinese descendants in the country (within Chinese enterprises and new forms of interaction with the mainstream society) and their processes of identity formation, focusing the attention on the role played by Italian society and the dominant prejudices about this ethnic minority. The study highlights the relevance of social exclusion and identity prescription, as well as the importance of class, in determining different feelings of belonging and processes of identification. While a minority of middle-class Chinese have identified with Italy and developed a new hyphenated identity, many Chinese from the lower class appear uncertain about their national identity and react to social exclusion by abandoning hope and dropping out of education. [ABSTRACT FROM AUTHOR]

Citizenship acquisition is often viewed as an indicator of immigrant integration as well as an event that spurs integration further. Relatively little is known about the relationship between citizenship and integration for children of immigrants. This article examines the relationship between citizenship and educational attainment at approximately age 16 in Finland using register data. Results suggest that children of immigrants who are Finnish citizens have better educational outcomes than non-citizens, measured with three indicators of educational attainment. However, the Finnish citizens come from families with higher levels of educational and economic resources than non-citizens and this explains much of the relationship between citizenship and education. After controlling for intervening variables, second-generation students with Finnish citizenship are found to be more likely to choose general rather than vocational upper secondary education compared to their peers who have another citizenship. It is argued that this reflects a difference in educational attitudes between the two groups. [ABSTRACT FROM PUBLISHER]

The children of Vietnamese immigrants are usually considered high achievers in school - not only in the Czech Republic, but also for example in the USA where, since the 1990s, they are commonly seen as a "model population" of an assimilated/integrated immigrant group. This study contributes to the discussion on the educational aspirations of second generation immigrant children. Drawing upon qualitative research in which I conducted 50 in-depth and semi-structured interviews with Vietnamese mothers (25) and second-generation children (25), the article analyses the role of education in the narrations of the informants. How do they talk about education? What is its role in post-migratory settlement? And how is education manifested in definitions of parenthood/motherhood? The answers to these questions illuminate the way in which the migratory project and parenthood are defined. The analysis is focused on how, through education, migration and parenthood is understood by the respondents. The main finding which goes through whole article is the following: the educated child = the integrated child; the integrated child = successful parenting; successful parenting = accomplishment of the migratory project. [ABSTRACT FROM AUTHOR]