Sozialstrukturelle Integration der zweiten Generation

Weiss, Hilde

doi:10.1007/978-3-531-90563-1_2

Cited by 13 publications

(13 citation statements)

References 4 publications

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“…Students from the comparison group more frequently achieve an academic or higher vocational level in upper-secondary education, which allows them to continue in post-secondary education. The distribution of the education levels of second-generation Turks examined here is predominantly in line with previous studies on educational attainment conducted in Austria (Gümüsoglu et al 2009;Herzog-Punzenberger 2003bHerzog-Punzenberger & Unterwurzacher 2009;Unterwurzacher 2007;Weiss 2007a;Weiss & Unterwurzacher 2007). In addition to these general national trends, city-to-city differences can be seen in Austria as well.…”

Section: Education Levels Reached By Young Adults In Austria France supporting

confidence: 90%

Educational Mobility of Second-generation Turks

Schnell¹

2014

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Acknowledgements 1 The Educational Mobility of the European Second Generation A Three-Country Comparison 1.1 Introduction 1.2 Ethnic educational inequalities: A theoretical framework 1.3 Research questions and design 1.4 Structure of the book 2 The Worlds of Turkish Fathers and Mothers 2.1 Introduction 2.2 Periods of Turkish immigration to Austria, France and Sweden 2.3 Policy responses by the three receiving countries 2.3.1 Austria 2.3.2 France 2.3.3 Sweden 2.4 Turkish immigrants in five urban destinations 2.5 Comparing the relative positions of the parental generation across five cities 2.6 Conclusion 3 An Initial Look at Education Outcomes 3.1 Introduction 3.2 Education levels reached by young adults in Austria, France and Sweden 3.3 Accounting for compositional differences 3.4 Inter-generational educational mobility 3.5 Conclusion 4 Behind the Scenes: The Family Examined 4.1 Introduction 4.2 Parental involvement as social capital 4.3 Older siblings' involvement as social capital 4.4 Do Turkish families muster more family support for education? 4.5 Conclusion 5 Beyond the Family: Peers and Teachers 5.1 Introduction 5.2 Social relationships with peers and teachers 5.3 Peer group characteristics of the Turkish second generation 5.4 Student-teacher relationships among the Turkish second generation 5.5 Peers and teachers as mediating actors in processes of educational attainment 5.6 Differences between the comparison group and secondgeneration Turks 5.7 Conclusion 6 Navigating the System 6.1 Introduction 6.2 Education pathways compared-the perspective on institutional arrangements 6.2.1 France 6.2.2 Sweden 6.2.3 Austria 6.3 Conclusion 7 Interactions between Individual-level and Institutional-level Factors 7.1 Introduction 7.2 What causes inequalities in education careers within systems?

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Section: Education Levels Reached By Young Adults In Austria France supporting

confidence: 90%

Educational Mobility of Second-generation Turks

Schnell¹

2014

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“…Empirical research into multiple identities is difficult to conduct and it is equally difficult to interpret these data in a sensible manner. Leaving this methodological discussion to one side, I will present three empirical studies:‘The situation of the population in Germany with Turkish Origins’ (‘ Die Situation der türkischstämmigen Bevölkerung in Deutschland ’) 8 , a report published by the Sachverständigenrat für Zuwanderung und Integration (Berlin, 2004)‘Living in two worlds’ by Hilde Weiss (‘ Leben in zwei Welten ’) 9 , a quantitative study by the Viennese sociologist focusing on Austria. For this study, 1000 face-to-face interviews with set questions were conducted.…”

Section: Empirical Findings Regarding the Construction Of An Identitymentioning

confidence: 99%

“…‘Living in two worlds’ by Hilde Weiss (‘ Leben in zwei Welten ’) 9 , a quantitative study by the Viennese sociologist focusing on Austria. For this study, 1000 face-to-face interviews with set questions were conducted.…”

Section: Empirical Findings Regarding the Construction Of An Identitymentioning

confidence: 99%

Multiple Identities: A Theoretical and an Empirical Approach

Scheuringer¹

2016

European Review

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A brief summary of sociological theories concerning the development of identity states that it emerges through the interactions between individuals and society, implying that the individual is unable to attain an identity in an autonomous manner. An identity is therefore constructed and formed through contact with other individuals, groups and cultures in one’s socio-cultural environment. The concept of symbolic interactionism plays a fundamental role here. Societies establish and form social roles by means of linked expectations. In turn, an individual is introduced to these and is exposed to them throughout their socialisation. They are internalised and emerge as critical elements of identity. Explained another way, there are numerous identities in a society that are already fixed and established. The individual is confronted by those identities and must adapt to them. Individuals are seen as active participants in this process, capable of reflecting on it even constructing it and forming their own identity independently. A tension therefore exists between established social identities and the capacity of individuals to construct their own identities. This is a dynamic process that goes on throughout various life stages and differs according to social milieu. With this is mind; identity may be defined as one’s personal awareness of being a distinctive individual, with a unique life-story and being in constant confrontation with the environment in order to attain a balance between individual claims and the expectations of this environment.1

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“…We use the theoretical framework and methodology of the internationally comparative integration context theory introduced in chapter 2 in order to explain differences in school level outcomes in and among countries and cities (see also Crul & Schneider 2010). Our point of departure, based on distinctions made by Kerckhoff (2001; see also Crul & Vermeulen 2006;Werfhorst & Mijs 2010), was to assume that more open educational systems in countries like Sweden and France (Alba & Silberman 2011;Alba & Fournier 2007;Bayram 2009;Brinbaum & Ceballa-Boada 2007;Kirszbaum 2009;Meurs 2008;Penn & Lambert 2009;Simon 2003;Westin 2003) are better suited to include the children of Turkish immigrants in higher education than the more stratified school systems of Germany and Austria (Bacher 2003(Bacher , 2005Faist 1995;Heckmann, Penn & Schnapper 2001;Herzog-Punzenberger 2003Unterwurzacher 2007;Weiss 2007;Worbs 2003). Belgium and the Netherlands, with their more mixed systems, would fall somewhere in between (Crul & Doomernik 2003;Crul & Vermeulen 2006;Crul & Schneider 2009;Dagevos et al 2007;Phalet & Heath 2010;Neels 2000;Timmerman, Vanderwaeren & Crul 2003).…”

Section: Table Of Contents Introductionmentioning

confidence: 99%