The Position of the Turkish and Moroccan Second Generation in Amsterdam and Rotterdam : The TIES Study in the Netherlands

Crul, Maurice; Heering, Liesbeth

doi:10.5117/9789089640611

Cited by 43 publications

(1 citation statement)

References 9 publications

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“…Their successful integration into the labour market is a very real problem. There has been much research about first-and second-generation immigrants over the last 15 years (Crul & Vermeulen 2003;Heath & Cheung 2007b;Heath et al 2008;Kogan 2006;Lessard-Phillips et al 2012;Phalet & Heath 2010;Portes & Rumbaut 2001;Westin 2003;Silberman et al 2007;Thomson & Crul 2007). One of the most basic questions that this research has considered is whether the labour market opportunities of immigrants and natives converge or diverge over time.…”

Section: Introductionmentioning

confidence: 98%

Russian-Speaking Immigrants in Post-Soviet Estonia: Towards Generation Fragmentation or Integration in Estonian Society

Saar

Krusell

Helemäe

2017

Sociological Research Online

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The disadvantages experienced by immigrants in education and labour markets have been of growing concern in many countries in recent years. However, little research has been undertaken on ethnic inequalities in labour markets in Eastern Europe, and especially in post-Soviet societies. This article considers the integration of the immigrant population into the labour market in post-Soviet Estonia, where the context and peculiarities of the arrived population are quite different from the assumptions of Western immigrant integration theories. The Russian-speaking population arrived in Estonia after World War II as internal migrants, because Estonia was part of the Soviet Union. A remarkably high proportion of them were well educated. After Estonia regained its independence in 1991, the context of integration changed radically, and the legal status of internal Soviet Union migrants was redefined. To account for these societal and political changes, we suggest making an analytical distinction between generations of immigrants in a demographic sense (being born in Estonia) and an integrational sense (becoming an integral part of the host society, in the labour market - having more similar patterns to those of the native population in the context of labour market outcomes). This distinction impacts differently on different age cohorts and we analysed outcomes of labour market integration alongside both nativity generations and age cohorts. Our analysis based on the 2011-2013 Labour Force Surveys shows that, while in most Western countries there are tendencies of convergence between natives and second-generation immigrants regarding structural integration, in Estonia the dynamics are different. The net disadvantage of young second-generation immigrants relative to their Estonian counterparts is either more pronounced compared to the disadvantage of their ‘parents’ age cohort relative to their Estonian peers (with regard to the risks of unemployment or chances of obtaining a high occupational position) or becoming less pronounced, but only for the highly educated portion of second generations (in terms of self-assessed over-education).

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Section: Introductionmentioning

confidence: 98%

Russian-Speaking Immigrants in Post-Soviet Estonia: Towards Generation Fragmentation or Integration in Estonian Society

Saar

Krusell

Helemäe

2017

Sociological Research Online

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Meritocracy, deficit thinking and the invisibility of the system: Discourses on educational success and failure

Clycq

Nouwen

Vandenbroucke

2013

British Educational Res J

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Socio-ethnic stratification and segregation processes present in Flemish society are reflected in the everyday school environment. Pupils with a different socio-ethnic background than the dominant majority and middle class seem to be confronted with a lot of difficulties in this school system. The dominant meritocratic discourse frequently applies a deficit thinking perspective to frame educational success and failure, focusing on deficiencies originating outside of the school. In this paper we analyse newly collected survey data (N = 11,015 pupils) and a large amount of qualitative data (from pupils, parents, teachers, principals) to answer our two main research questions: (i) how is educational success/failure defined, and (ii) how is educational success/failure explained? The factor analyses as well as the qualitative analyses illustrate how the idea of meritocracy relates to individualistic features such as effort, merit and competence. However, the findings also reveal that this individualistic approach goes hand-in-hand with a focus on the family environment and 'culture' which seems to limit individual agency to a large extent. In these discourses, pupils, parents and even teachers are presented as being largely determined by their direct social environment with almost no regard for social inequalities within the educational system. The paper ends with a discussion on how processes of victimization and the denial of systemic bias, influence educational trajectories and proposes a different approach to multiculturalism and the appreciation of cultural background and specific family resources as positive elements in these trajectories.

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Youth Transitions of Descendants of Turkish Immigrants

Keskiner

2019

IMISCOE Research Series

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Writing this, I am sitting at a table in the library of a tertiary vocational school in Zwolle, a medium size Dutch city. I am surrounded by the descendants of immigrants from Turkey. They have no idea I am writing about them, much less that I understand, and admire, how they are talking in a creative half-Turkish half-Dutch argot. I catch their discussions, which are about everything ranging from the exams next week to the annoying boss at a bijbaan 1 ; from worries about finding an apprenticeship to Turkish TV heartthrob Kıvanç Tatlıtuğ's acting in last night's episode; from the latest iPhone features to plans for next summer's holiday in Istanbul; plus a whole lot of gossip about friends in between. Listening in on these conversions, I cannot help but wonder why doubts about these young people's integration dominate current public debates rather than questions about their daily realities: the obstacles that they encounter at school and on the labour market; how they navigate these barriers and how they negotiate the multiple frames of references that enrich their lives. This book seeks to answer these questions, which have indisputable present-day urgency though actually began being asked decades ago. In 1980, Gündüz Vassaf, a prominent Turkish scholar of psychology, spent a sabbatical in Europe, first in the Netherlands and then in Germany and conducted one of the first studies on the children of immigrants, the findings of which he published in the book Daha Sesimizi Duyuramadık: Avrupa'daki Türk Işçi Çocukları. 2 The title was inspired by something a descendant of a Turkish immigrant told him: "We are not a lost generation, nor are we stuck in between; we just haven't had our voices heard." Vassaf called attention to the problems that children of Turkish immigrants were facing and warned that negligence by both host and home countries would have serious consequences for the futures of these

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The Position of the Turkish and Moroccan Second Generation in Amsterdam and Rotterdam : The TIES Study in the Netherlands

Cited by 43 publications

References 9 publications

Russian-Speaking Immigrants in Post-Soviet Estonia: Towards Generation Fragmentation or Integration in Estonian Society

Russian-Speaking Immigrants in Post-Soviet Estonia: Towards Generation Fragmentation or Integration in Estonian Society

Meritocracy, deficit thinking and the invisibility of the system: Discourses on educational success and failure

Youth Transitions of Descendants of Turkish Immigrants

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