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Staying on or dropping out:
Role of school segregation and intergroup friendships in school success of Turkish-
second-generation
Doctoral project of Gülseli BaysuSupervisors: Karen Phalet & Marc Swyngedouw
CSCP & ISPO K. U. Leuven
The Turkish second-generation
• Born in the country where their parents migrated to
• Whose both or one parents are born in Turkey
• 18 to 35• Mainly Belgium, but also Austria and
Sweden
The comparison group:
• Whose parents are born in the survey country
• 18-35 years old
• Living in the same neighborhood with the Turkish-second generation
School success
• Drop-out rates
• Track placement in Secondary School• Vocational• Academic /Technical (preparation for higher
education)
• Continuation into higher education
Factors affecting school success
• School segregationPerceived percent immigrant in primary school and secondary school
• Intergroup FriendsPercentage of friends with the comparison group
Research questions:
1. Are there differences in the careers of Turkish-second-generation and the comparison group?
2. What factors are affecting school success?
3. Are segregation effects comparative/comparable?
Are there differences in the school success of Turkish-second-generation and the
comparison group?
Antwerp, Belgium
• The leaking pipeline:
– The way in which the presence of Turkish-second generation in academic tracks and in school diminishes through school career
68
45
29
LOWER SECONDARY2 YEARS
MIDDLE SECONDARY2 YEARS
UPPER SECONDARY2 YEARS
34HIGHER EDUCATION
ACADEMIC/TECHNICAL
10
DROP-OUTLEAVING
31
57
100
68
45
29
LOWER SECONDARY
MIDDLE SECONDARY
UPPER SECONDARY
34HIGHER EDUCATION
ACADEMIC/TECHNICAL
10
DROP-OUTLEAVING
31
57
84
76
66
67
4
11
30
BLACK: TURKISH-SECOND GENERATIONRED: COMPARISON GROUP
Leaking pipeline:
• Does the difference between the Turkish second-generation and comparison group disappear if we control for demographic characteristics?
– i.e. If they had similar personal histories: similar father’s education, starting in the academic track, no repeating grade in the primary school
Net Gap
0.07
0.160.20
0.07
0.200.20
Lowersecondary
Middlesecondary
Uppersecondary
Secondary school
est
imate
d p
rob
ab
ilit
ies comparison group
Turkish second-generation
Chances of being in vocational vs. academic track at three stages in the course of secondary school
Result 1
• There is an increasing difference between the Turkish-second generation and the comparison group in school success
• This difference cannot be explained by parental background, even with their academic history of success/failure
School segregation refers to the over-
representation of disadvantaged minority students
in the same schools, which are often ‘majority
minority’ schools.
Segregation
Why is segregation harmful?• a lower quality of instruction and/or to a relative
lack of resources (Massey & Fischer, 2006)
• coupled with socio-economic segregation, students from low-income families (Carhill, Suárez-Orozco, & Páez, 2008).
Segregation and intergroup friendships• Intergroup friendships: Contact with
the majority culture - Positive attitudes between Turkish-second-
generation and the comparison group (majority society)
- Language learning
Segregation and intergroup friendships in Antwerp
2,71 2,71
3,16
1,63
2,02
4,57
0
0,5
1
1,5
2
2,5
3
3,5
4
4,5
5
segregation primary segregation secondary belgian friends
Turkish second-generation
Comparison group
Segregation scale: 1=none; 2=25%; 3=50%; 4=75%; 5=all
Results: Segregation in primary and secondary school
Segregation both in primary and secondary school (high % of immigrants) - increased the likelihood of being in
vocational track - leaving school (4-6 times)- harmful for both Turkish-second-
generation and the comparison group.
Results: Intergroup friendships in secondary school
• students who had most friends of Belgian origin in secondary school are
– twice more likely to stay on (rather than drop out)
– twice more likely to be in the academic track – five times more likely to continue higher
education
Overall result:• Segregation is harmful for both the Turkish
second-generation and the comparison group
• Intergroup friendships protect the Turkish second-generation against drop-out and increases their chances of being in the academic track.
22,25
2,972,71
3,15
1
1,5
2
2,5
3
3,5
4
4,5
5
LINZ
VIENNA
STOCKHOLM
ANTWERP
BRUSSELS
Segregation levels in primary schools1=none; 2=25%; 3=50%; 4=75%; 5=all
Segregation levels in secondary schools
1=none; 2=25%; 3=50%; 4=75%; 5=all
2,112,35
2,822,71
3,03
1
1,5
2
2,5
3
3,5
4
4,5
5
LINZ VIENNA STOCKHOLM ANTWERP BRUSSELS
0,71 0,67
0,260,32
0,61
0
0,1
0,2
0,3
0,4
0,5
0,6
0,7
0,8
0,9
1
LINZ VIENNA STOCKHOLM ANTWERP BRUSSELS
Strength of association (correlation ) between primary and secondary school segregation
Educational Levels
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100% primary school
secondary school
higher education
Is segregation harmful for school success?
• In Austria, Sweden and Belgium (5 cities) segregation has a negative effect on school success
• IMPORTANT: CONTROLLED FOR TRACK AT ENTRY INTO SECONDARY
Take-home message• There is an enlarging difference in the school
success of Turkish-second generation and the comparion group (Antwerp)
• Segregation is harmful for school success of both Turkish-second generation and the comparison group! (Antwerp)
• Intergroup friendships protect the Turkish second generation against drop-out and increase their chances of academic track! (Antwerp)
• In spite of different levels of segregation in different cities, segregation is consistenly destructive for school careers of Turkish second-generation across local and national contexts!
(Linz, Vienna, Stockholm, Antwerp, Brussel)
Take-home message
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