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Navigating the system Educational 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 people. Austria: around people Sweden: the smallest community with around 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 2 nd Generation: Born in the survey country; at least one parent born in Turkey; Age group: 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 Vienna30%56%14% Strasbourg20%49%31% Stockholm9%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 Vienna30%56%14% Strasbourg20%49%31% Stockholm9%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 obligatory Places not guaranteed Not obligatory Places guaranteed Not obligatory Places guaranteed Primary school Age 6 onwardsAge 6/7 onwards First selection early age: 9/10 delayed age: 15/16 delayed age: 15/16 Instruction time Half dayFull day

Educational pathways in Vienna Age Primary 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 % 40% 86% 23%

Educational pathways in Stockholm Tertiary education Academic orientated Primary Integrated track Vocational orientated Age % 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 2 nd 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 2 nd generation Turks from low educated parents when the selection is late

Relevant resources in the 3 educational systems ViennaStrasbourgStockholm Track:vocationalacademicintegrated 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 2 nd 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

Thank you for your attention!

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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

ViennaStockholm Inequalities in educational pathways

ViennaSchweden (Stockholm): Nein!

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