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This volume investigates educational inequalities among children of Turkish immigrants in Austria, France, and Sweden. One of the largest immigrant groups in these countries, Turks nonetheless face discrimination and limited opportunities, and this study shows how those problems play out in education. One of its key findings is that systems that provide more favorable institutional arrangements lead to greater economic mobility in the second generation.

Numerous studies have revealed a seemingly paradoxical pattern in which, despite cultural differences, unfamiliarity with the educational system, and possible language difficulties, children of immigrants outperform their peers with native-born parents in the U.S. educational system. We problematize the notion of an immigrant paradox in education by broadening our conceptualization of social class background, and introducing the concept of contextual attainment to capture the geographic and historical contexts in which education is completed. Analyzing nationally representative longitudinal survey data combined with international educational data, we show that, for immigrant parents, contextual attainments vary between and within countries of origin and often diverge from post-migration socioeconomic statuses. Parental contextual attainment helps explain why, net of standard family socioeconomic status measures, most groups of immigrants' children complete more years of schooling than do White Americans with native-born parents. Moreover, considering parental contextual attainment leads to a rethinking of intergenerational educational mobility patterns for adults with immigrant parents. We argue that contextual attainment captures the noneconomic benefits of higher class background that help explain how intergenerational educational inequalities are reproduced.

This article reviews evidence on the labor market performance of Hispanics in the United States, with a particular focus on the US-born segment of this population. After discussing critical issues that arise in the US data sources commonly used to study Hispanics, we document how Hispanics currently compare with other Americans in terms of education, earnings, and labor supply, and then we discuss long-term trends in these outcomes. Relative to non-Hispanic Whites, US-born Hispanics from most national origin groups possess sizeable deficits in earnings, which in large part reflect corresponding educational deficits. Over time, rates of high school completion by US-born Hispanics have almost converged to those of non-Hispanic Whites, but the large Hispanic deficits in college completion have instead widened. Finally, from the perspective of immigrant generations, Hispanics experience substantial improvements in education and earnings between first-generation immigrants and the second-generation consisting of the US-born children of immigrants. Continued progress beyond the second-generation is obscured by measurement issues arising from high rates of Hispanic intermarriage and the fact that later-generation descendants of Hispanic immigrants often do not self-identify as Hispanic when they come from families with mixed ethnic origins.

This article examines the educational selectivity of immigrants in France—i.e. how their level of education contrasts with that of non-migrants in their country of birth–and the influence of this selectivity on the educational attainment of their children. I combine the Barro-Lee data set (2010) with the French TeO survey (2008–2009) to construct a measure of 'relative educational attainment', i.e. an immigrant's position in the distribution of educational attainment among the population of the same cohort and gender in the immigrant's country of birth. I demonstrate that the level of immigrants' relative educational attainment differs both between and within countries of origin. I then show the positive influence of immigrant parents' relative educational attainment on their children's educational attainment, over and above family socioeconomic status in France. The intergenerational transmission of cultural resources and subjective social status are the proposed sociological mechanisms that can account for the intergenerational effect of immigrant educational selectivity.

The study compares the social mobility and status attainment of firstand second-generation Turks in nine Western European countries with those of Western European natives and with those of Turks in Turkey. It shows that the children of low-class migrants are more likely to acquire a higher education than their counterparts in Turkey, making them more educationally mobile. Moreover, they successfully convert this education in the Western European labor market, and are upwardly mobile relative to the first generation. When comparing labor market outcomes of second generations relative to Turks in Turkey, however, the results show that the same level of education leads to a higher occupation in Turkey. The implications of these findings are discussed.

The article confronts comparative research outcomes on factors that helped or hindered the educational success of immigrant youth and second generation in the past decades in several European countries with the institutional responses of European educational systems to the challenges of integrating a substantial number of refugee and other newly arrived children since 2014. Especially studies on the second generation – mostly the offspring of labour migrants – have revealed substantial differences in the long-term effects of specific institutional arrangements in the different systems that can – and should – serve as lessons for the potentially detrimental effects of the ways schools and school systems have reacted to the new influx of immigrant children. In the light of the lessons that could be learned from previous experiences with immigrant children and children of immigrants the article analyses in which way the current responses of different European educational systems to the presence of refugee and other immigrant children reflect these lessons, but also do justice to the particular challenges and specific situations of refugee youth that generally place them at an even higher disadvantage than other migrants. On the other hand, some of the ad-hoc measures for refugee pupils may have the potential of becoming permanent features of the respective educational systems.

\"Using data from the three rounds of the European Social Survey, this article investigates the disparities in life satisfaction measures between the first- and second-generation immigrants, on the one hand, and the natives, on the other hand, in 13 European countries. Two major theoretical hypotheses explaining the lower level of immigrants' subjective well-being are tested: the straight line assimilation and the effect of discrimination. The main finding is that immigrants' relative dissatisfaction does not diminish with time and across generations, which refutes the predictions of the assimilation paradigm. However, when ethnic groups are compared, the discrimination some of them perceive in the host society seems to be a more consistent explanation for their lower life satisfaction level. The effect of discrimination is measured with an attempt to correct for the endogeneity bias that it may lead to by using simultaneous regressions with instrumental variables.\" Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch; Sekundäranalyse. Die Untersuchung bezieht sich auf den Zeitraum 2002 bis 2006. (author's abstract, IAB-Doku).

We conceptualize immigrant incorporation as a categorically driven process and contrast the bright distinctions between first-generation immigrants and natives, with more blurry second-generation contrasts. We analyze linked employer-employee data of a sample of 5,097 employees in 97 large German organizations and focus on first- and second-generation immigrants. We explore how generational status in the labor market and workplace contexts expands and contracts native-immigrant wage inequalities. We find a substantial average first-generation immigrant-native wage gap, which is not explained by individual human capital differences or most aspects of organizational context. In contrast, there is, on average, no second-generation wage gap, but there are substantial variations across workplaces. A series of results confirm predictions from relational inequality theory. For both first- and second-generation immigrants, working in a high-inequality workplace is associated with larger wage gaps. Second-generation immigrants perform better in workplaces where they have intersectional advantages over natives, and for first-generation immigrants collective bargaining protection narrows wage gaps with natives. Consistent with ethnic competition theory, in workplaces with very high shares of immigrant workers, the first-generation–native wage gap is larger. In contrast, increased contact between native Germans and second-generation immigrant coworkers reduces earnings gaps, but only up to a tipping point, after which competition processes reappear and earning gaps widen.

This volume investigates educational inequalities among children of Turkish immigrants in Austria, France, and Sweden. One of the largest immigrant groups in these countries, Turks nonetheless face discrimination and limited opportunities, and this study shows how those problems play out in education. One of its key findings is that systems that provide more favorable institutional arrangements lead to greater economic mobility in the second generation.

Selectivity of migration varies significantly between ethnic/origin country groups, and between the destination countries which these groups have migrated to. Yet, little comparative research has measured empirically how selective different migrant groups are in multiple destination countries, nor has research studied whether the selectivity of migration is related to the magnitude of ethnic inequalities among the children of migrants in Western societies. We present an empirical measure of educational selectivity of migrants from many different origin countries having migrated to ten different destination countries. We examine whether selective migration of a particular ethnic group in a particular destination country is related to the gap between their children's and native children's educational outcomes. We find that the disadvantage in educational outcomes between the second generation and their peers from majority populations is smaller for ethnic groups that are more positively selected in terms of educational attainment. We also find some evidence that the effect of selective migration is moderated by the integration policies or tracking arrangements in the educational system in the destination country.