Abstract
Streaming into educational tracks forms a turning point in the school careers of young people living in the Netherlands and in France. Yet the two countries differ from each other with regards to tracking conditions they provide. This is especially reflected in the experiences of descendants of immigrants from Turkey who access vocational education in higher numbers compared to the children of native parents but also to a greater extent in the Netherlands than in France. While streaming decisions are usually based on meritocratic selection, the current study aims to understand the role of the parents with regard to the tracking decision. Using qualitative interviews with descendants of Turkish immigrants in Amsterdam and Strasbourg, the study shows how the differential role played by parents, during the streaming shapes the tracking outcome of the young people.
Highlights
Over the last two decades, numerous studies have confirmed the link between educational streaming and its consequences in the educational careers of the young people and in the labour market (Tieben and Wolbers, 2010; Van de Werfhorst and Mijs, 2010)
Data and methods The current study focuses on the education systems of Amsterdam and Strasbourg since the cities are home to a substantial group of immigrants from Turkey and their descendants
TIES data was used to illustrate that majority of descendants of immigrants from Turkey were streamed into vocational tracks in Amsterdam and Strasbourg, and only a minority managed to modify their initial track
Summary
Over the last two decades, numerous studies have confirmed the link between educational streaming and its consequences in the educational careers of the young people and in the labour market (Tieben and Wolbers, 2010; Van de Werfhorst and Mijs, 2010). The descendants of immigrants from Turkey in the Netherlands and in France present an interesting case study to analyse how young people with similar backgrounds have diverse tracking experiences across different educational systems. At the last year of lower-secondary education, around the age of 15, students are sorted into different academic and vocational trajectories This process is called orientation, during which a class council (Conseil de classe) composed of teachers and school officials gather to make a streaming decision. As a result of orientation, students are streamed into two lyceum-based tracks; academic or vocational This tracking outcome has long-lasting consequences in the education of young people. I will comparatively analyse how different educational structures provide room for parents to have an influence on their children’s tracking outcomes, and what kind of strategies the parents apply
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