L'entrée sur le marché du travail des descendants d'immigrés : une analyse comparée France-Allemagne

Abstract

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Assimilation and the Second Generation in Europe and America: Blending and Segregating Social Dynamics Between Immigrants and Natives

“…In Norway, Hermansen (2013) finds that ethnic minorities do not suffer a penalty in terms of promotion once employed, but does find an unexplained residual in terms of access to employment. Echoing earlier work (Heath et al 2008), an ethnic penalty in access to employment for some immigrant groups has been documented in other contexts (see Kalter 2011, Luthra 2013 for Turks in Germany, Tucci et al 2013 andAeberhardt et al 2015 for Africans in France, and Algan 2010 for comparative evidence of a gap in the United Kingdom, Germany, and France). This gap can be the effect of several processes, including restrictions embedded in labor market institutions, lack of information about jobs among immigrant families, or discrimination.…”

“…Nevertheless, few studies report large differences once social origins are controlled for (but see Borgna & Contini 2014). Some studies report an immigrant advantage compared with similar natives in terms of aspirations and achievement (Fernández-Reino 2016, Jackson et al 2012, Salikutluk 2016, Wilson et al 2011, as well as an attenuated effect of parental social background (Brinbaum & Kieffer 2009, Luthra 2010, Tucci et al 2013). There exists variation in educational outcomes within groups: Turks, for example, do better in some educational systems (such as in France and Sweden) than others (such as in Germany), despite their general disadvantage (Crul et al 2012).…”

“…Across European countries, female students outperform their male counterparts-a pattern that holds among immigrant and native students alike (OECD 2018). Overall, immigrant children appear to benefit from comprehensive systems with early schooling encouraging language acquisition and with a range of options kept open in later stages of secondary education (no early tracking), thus allowing their higher aspirations to blossom (Alba & Foner 2015, chapter 8;Borgna & Contini 2014;Crul 2013;Crul et al 2012;Jackson et al 2012;Tucci et al 2013).…”

Pathways fostering mobility to higher education for vulnerable immigrants in France, Switzerland and Canada

“…Stratified school systems and where pupils are tracked into different types of secondary schools early in their educational careers may be a barrier for students with an immigrant background. In case that immigrant groups are from a socially unprivileged background, language skills are an important factor for school selection in stratified systems (Tucci et al 2013). In contrast, in comprehensive school systems whether educational decision are taken at a later stage, students with an immigrant background have more possibility to overcome over time such difficulties such as language skills.…”

“…Choice-driven educational systems which are a feature of comprehensive school systems will be advantageous to youths with an immigrant background in Canada because it enables them to put into effect their higher educational aspirations (Heath and Brinbaum 2014). Comparative research in Switzerland and France (Griga, Hadjar and Becker 2013) as well as in Germany and France (Tucci et al 2013) show that once students obtain an upper secondary certificate making them eligible for access to higher education, the probability of enrolling in higher education can be even higher for students with immigrant background when social origin is controlled for.…”