Choices and Enrollments in French Secondary and Higher Education: Repercussions for Second-Generation Immigrants

Abstract

En ligne sur http://www.jstor.org/discover/10.1086/670729?uid=16804784&uid=3738016&uid=2129&uid=2134&uid=2&uid=70&uid=3&uid=67&uid=16735408&uid=62&uid=5909928&sid=21102655856551International audienceIn France, the proportion of second-generation immigrants enrolling in tertiary education has increased as education has undergone a process of "democratization." This article analyzes their postsecondary choices, access to tertiary programs, dropout, and transition to the labor market, compared to those of students of French origin. Youths of Portuguese origin are more likely to enter vocational higher programs concordant with their preferences and have better chances of completing a tertiary degree and finding a job. Despite their preference for selective vocational higher programs, some students of North African origin are diverted toward academic university courses, leading to higher dropout rates. This unequal access to higher education affects both degree completion and entry into the French labor market

Unfairness in access to higher education: a 11 year comparison of grade inflation by private and public secondary schools in Portugal

“…This means that, despite the increased access of people from lower socioeconomic levels, social equity has not necessarily improved due to the fact that the upper classes have benefited disproportionately from the massification of higher education (Rahona López 2009, p. 286). This phenomenon has been identified in studies conducted in a number of other countries (Brinbaum and Guégnard 2013;Leathwood 2004;Marginson 2011;McCowan 2007;Mora 1997;Rahona López 2009). To be sure, in the Portuguese case at least, this phenomenon needs to be seen under the light of the structural inequalities that shape the country.…”

The Transition from School to Work for Children of Immigrants with Lower-Level Educational Credentials in the United States and France

“…Simon (2003) concurs that Moroccans in France have "high levels of unemployment" particularly among women (p. 1096). Brinbaum and Guégnard (2013) fijind that second-generation North Africans are less likely to be hired than native French although the efffect falls from signifijicance for men (but not women) when socioeconomic status is included in the model. Richard (1997) fijinds that Algerian and Moroccan origin men and Algerian origin women are more likely to face unemployment than other groups.…”

“…One such consequence is that the Maghrébins are more likely to accept positions that are below their level of qualifijication (Richard 1997). Another consequence is that they are more often employed in part time positions and in more precarious jobs than the native born French (Dupray and Moullet 2004;Brinbaum and Guégnard 2013).…”

How Do Second-Generation Immigrant Students Access Higher Education? The Importance of Vocational Routes to Higher Education in Switzerland, France, and Germany

“…This figure varies greatly for youths of immigrant origin: only a third of Turkish origin, over half of those of North and sub-Saharan African origin and with Portuguese roots, and finally two thirds (67%) for those from Asian descent obtain the Baccalauréat (Vanhoffelen 2013). Moreover, relative to their French counterparts those of North African origin are less likely to obtain a general baccalauréat and more likely to acquire a vocational one, as a result of their school performance and of the tracking process that deviates them from their initial aspirations (which are similar to French natives) (Brinbaum and Guégnard 2013).…”

“…In addition, while the three countries display considerable variation in terms of immigration policy, they all have a sizeable second-generation immigrant population, large parts of whom do experience obstacles in their educational and professional careers (Heath et al 2008;Becker 2011;Hupka and Stalder 2011;Brinbaum and Guégnard 2013). Youths with a migrant background typically exhibit increased educational aspirations but they are often also at a disadvantage in stratified school systems.…”