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Navigating the systemEducational pathways of second generation Turks in three
European cities
Philipp Schnell
Austrian Academy of Sciences
Guiding questions
1.Do educational outcomes of the Turkish second generation differ across European cities?
2.What accounts for the differences in outcomes?
3. What kind of educational resources are needed for second generation Turks to navigate the educational systems in the different cities/countries ?
• The Turks are the biggest labour migrant group in Europe, with almost four million people.
• Turkish community in France consists of more than 300.000 people.
• Austria: around 200.000 people
• Sweden: the smallest community with around 100.000 people.
• Within these countries: Turkish communities mainly concentrated in bigger cities
• AT: Vienna; SE: Stockholm; FR: Strasbourg (Alsace region)
Turkish communities in France, Sweden and Austria
Data• TIES survey (2008):
Interviews conducted in 8 countries, 15 cities
• Definition 2nd Generation:
Born in the survey country; at least one parent born in Turkey; Age group: 18 -35
• Interviews per city: Vienna (252); Strasbourg(252); Stockholm (251)
• Survey not only consist of questions about outcomes but also about processes (i.e. educational pathways)
Educational Position 2nd generation Turks
Lower Secondary (at the most)
Upper Secondary or Apprenticeship
Colleges and Universities
Vienna 30% 56% 14%
Strasbourg 20% 49% 31%
Stockholm 9% 57% 34%
First observation:The numbers of „high achievers“ are twice
as high in Strasbourg and Stockholm as compared to Vienna
Lower Secondary (at the most)
Upper Secondary or Apprenticeship
Colleges and Universities
Vienna 30% 56% 14%
Strasbourg 20% 49% 31%
Stockholm 9% 57% 34%
Second observation:Differences in outcomes across cities can NOT be
explained by composition differences in the parental generation
• The composition of the Turkish 1st generation varies across the three cities
• In terms of: educational level, labour market position, factors related to migration history (i.e. reasons, time of arrival)
• BUT: Even after adjusting for composition differences in the parental generation, differences in outcomes among the Turkish second generation remain large and significant
Main differences in institutional arrangements of
the educational systems
Vienna (AT) Strasbourg (FR) Stockholm (SE)
Pre-school Not obligatoryPlaces not guaranteed
Not obligatoryPlaces guaranteed
Not obligatoryPlaces guaranteed
Primary school
Age 6 onwards Age 6/7 onwards Age 6/7 onwards
First selection
earlyage: 9/10
delayedage: 15/16
delayedage: 15/16
Instruction time
Half day Full day Full day
Educational pathways in Vienna
Age 10 15 18
Primary
Academic orientated
Academic orientated
Vocational orientated
Vocational /Apprenticeship
Tertiary education
34%
66%
23%
62%
83%45%
Educational pathways in Strasbourg
Tertiary education
Academic orientated
Primary Integrated track
Vocational orientated
Age 15 18
51%
40%
86%
23%
Educational pathways in Stockholm
Tertiary education
Academic orientated
Primary Integrated track Vocational orientated
Age 15 18
51%
44%41%
78%
Vienna (Austria)
Age at selection: 9/10
Stockholm (Sweden)
Age at selection : 15/16
Controlled for : age, gender, occupational status of parents, grade retention, pre-school attendance
Greater chances for 2nd generation Turks from low educated parents
when the selection is late
Vienna (Austria)
Age at selection: 9/10
Strasbourg (France)
Age at selection : 15/16
Controlled for : age, gender, occupational status of parents, grade retention, pre-school attendance
Greater chances for 2nd generation Turks from low educated parents
when the selection is late
Relevant resources in the 3 educational systems
Vienna Strasbourg Stockholm
Track: vocational academic integrated integrated
Parental support + - - -
Siblings support + - m -
Peer support + - - m
Teachers support
m - m -
Conclusion • Different educational outcomes among the Turkish 2nd generation across cities• They can not be explained by compositional differences in the 1st generation ( and their integration in the local context)• The varying structures of educational systems provide different opportunities• Selection matters: The chances for students from lower educated parents to enter academic orientated routes are higher when the selection appears late
Conclusion •The educational success by the Turkish 2nd generation in Vienna is highly dependent on educational resources provided by the family & peers - pressure on families and the students themselves (half day system & tracking)• “Second chances” are important routes in AT and FR• But again: the earlier this second chance appears, the higher the needs of relevant resources provided by the family and the closest (peer) network • The perspectives on educational pathways (1) and the interaction with individual level characteristics and resources (2) provide insights on educational systems that are important to design and implement educational programs and policies
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Starting points
• Educational outcomes & pathways in 3 cities: Vienna (AT), Strasbourg (FR) and Stockholm (SE)
Final remarks
• Comprehensive systems (incl. pre-school facilities)
• Provide “Second Chances”, especially at a later stage in the educational system
• Shift responsibility for educational support from the parental home towards schools
• Mentoring programs in highly differentiated educational systems
Appendix
Vienna Stockholm
Inequalities in educational pathways
Vienna Schweden (Stockholm): Nein!
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