32 research outputs found
How Do Second-Generation Immigrant Students Access Higher Education? The Importance of Vocational Routes to Higher Education in Switzerland, France and Germany
No full textWe analyse the access to different institutional pathways to higher education for second-generation students, focusing on youths that hold a higher-education entrance certificate. The alternative vocational pathway appears to compensate to some degree, compared to the traditional academic one, for North-African and Southern-European youths in France, those from Turkey in Germany, and to a lesser degree those from Portugal, Turkey, Ex-Yugoslavia, Albania/Kosovo in Switzerland. This is not the case in Switzerland for Western-European, Italian and Spanish youths who indeed access higher education via the academic pathway more often than Swiss youths. Using youth panel and survey data, multinomial models are applied to analyse these choices of pathways
Participation à la formation supérieure des jeunes issus de l’immigration en Suisse
No full textDrawing on the TREE data set, this study analyses the transition rates of youths who are
entitled to enter higher education in Switzerland. Despite the disadvantages encountered in the school system, no disadvantages are revealed for second-generation migrants at this branching point. In contrast, when controlling for social origin and performance, secondgeneration males originating from former Yugoslavia, Albania/Kosovo, Turkey or Portugal show an increased likelihood to enrol in higher education. In addition, both secondgeneration males and females originating from these countries more often enter the more prestigious traditional institutions of higher education.Basierend auf den TREE-Daten werden die Übergangsraten von Studienberechtigten in die
höhere Bildung analysiert. Trotz der Benachteiligungen im Schulsystem werden keine
Nachteile für Angehörige der zweiten Migrantengeneration an diesem Bildungsübergang
festgestellt. Im Gegenteil, unter Kontrolle des sozioökonomischen Hintergrundes und der
Schulleistungen, werden für männliche Studienberechtigte der zweiten Generation aus dem
ehemaligen Jugoslawien, Albanien/Kosovo, der Türkei und Portugal höhere Übergangswahrscheinlichkeiten in die höhere Bildung beobachtet. Darüber hinaus entscheiden sich sowohl Männer als auch Frauen aus dieser Migrantengruppe häufiger für ein Studium an einer traditionellen, prestigeträchtigeren Universität.Sur la base des données TREE, cet article analyse les taux de passage des personnes
habilitées à entamer des études supérieures en Suisse. Malgré les discriminations dont ils
sont victimes au sein du système scolaire, les jeunes de la deuxième génération ne
semblent pas être désavantagés lors de ce passage. Au contraire, si l’on contrôle l’origine
socio-économique et les résultats scolaires, les hommes de deuxième génération originaires
d’ex-Yougoslavie, d’Albanie/Kosovo, de Turquie ou du Portugal ont même une plus grande
probabilité de commencer une formation supérieure. De plus, les hommes et les femmes
originaires de ces pays optent plus souvent pour une institution traditionnelle du degré
tertiaire (université), plus prestigieuse
Post-immigration education of adult immigrants in Switzerland
No full textIn 2000, 20 per cent of the Swiss resident population was constituted by foreigners (Fibbi and Wanner 2009). As in other European countries, the migrant population in Switzerland can broadly be differentiated into three groups: 1) Migrant groups from less-developed regions with substantially lower educational attainments and an increased risk for unemployment than in the reference population, 2) Migrant groups that are rather more successful, although still somewhat behind the majority population, 3) Migrant groups who even outperform the majority population in terms of educational and employment success (Heath et al. 2008). Given these inequalities – in particular in the first migrant group – participation in further education in the country of destination might contribute to better integrate migrants in the Swiss society in general and the labour market in particular. On the basis of the pooled SAKE data set (1991-2000), patterns of participation in further education of adult migrants are analysed. As the results show, many migrant groups differ from the Swiss reference population regarding participation in further education. While inequalities are often explained by educational attainments and occupational status, in some cases they hold even if controlled for the determinants explaining participation in further education in general. Regarding migrant-specific determinants, type of residence permit proved to be an important indicator explaining the disadvantages in access to further education encountered by migrants originating from Former Yugoslavia
Migrant Background and Higher Education Participation in Europe: The Effect of the Educational Systems
No full textpeer reviewedThe main aim of this article is to shed light on the extent to which differences in higher
education participation between people with and without a migrant background of low/higher social origin can be explained by two macro-level characteristics of national educational institutions: stratification of the secondary school system and provision of alternative access to higher education. General assumptions are that people with a migrant background of low social origin benefit in low-stratified secondary school systems and in systems that provide alternative access to institutions of higher education more than their native peers in the same social stratum, owing to primary and secondary effects of migrant background. Database is a pooled dataset of the five waves of the European Social Survey. Results of logistic multi-level analyses indicate that a low-stratified secondary school system improves the probability of people with a migrant background/low social origin attaining a higher education degree. On the other hand, a stratified secondary school system reduces their chances regarding this educational stage. The provision of alternative access to an institution of higher
education improves their likelihood of becoming higher education graduates
Educational inequalities related to gender and migrant background at the transition to Higher Education. Findings from Switzerland, Germany and France
No full textpeer reviewedThe paper deals with the transition to Higher Education focusing on educational
inequalities at the intersection of gender and migrant background. At
the core of the analyses, theorized referring to decision theory, is a comparison
of Switzerland (TREE), Germany (HIS-Studienberechtigte 2002) and France
(Panel d’élèves du second degré 1995). Results indicate increased transition rates
to Higher Education for second-generation males from some socially disadvantaged
migrant groups for Switzerland and Germany, if controlled for social
origin. Evidence confirming a female disadvantage for second generation females
originating from countries characterised by a rather patriarchal culture were not
found in any of the countries under consideration
Der Einfluss des Migrationshintergrundes auf die Teilhabe an höherer Bildung im europäischen Vergleich
No full textGender differences at the transition to higher education between migrants and non-migrants: A comparison between Switzerland and France
No full textWithin Western societies women or girls meanwhile outperform men or boys with regard to attainments in primary and secondary education. For example concerning upper secondary degrees the share of females attaining the Matura approaches two thirds in Switzerland, while the share of females attaining the Baccalaureate exceeds fifty per cent in France. However, if transitions to higher education are regarded, the share of entitled females entering such institutions is significantly lower than among men in Switzerland. An opposite pattern is observed in France where females outperform men at this educational stage, too. With regard to migrant background, it has been shown by previous research focussing on secondary effects of ethnic origin that such youths enter the more demanding educational tracks (e.g. higher education) more often than their non-migrant peers if controlled for eligibility, their lower socioeconomic status and performances. However, so far only a few studies refer to the question of a possible gender gap regarding secondary effects of ethnic origin (e.g. Fleischmann et al., mimeo). Thus, with regard to a possible interaction of a migrant background and - for example - a female gender, it is important to note that in both countries many migrant groups have their origins in countries and regions where male advantage remains very strong. This is in particular the case for migrant groups from non-Western countries, e.g. Turkey, Algeria, Marocco or Tunisie, where gender gaps in the literacy rates of up to 18 per cent are still observed.
In order to investigate the question of a possible disadvantages of women with a migrant background stemming from such countries when compared to non-migrant females two panel studies - the Tree data in Switzerland and the Panel d’élèves 1995 in France -, are analysed
