Staying on or dropping out: Role of school segregation and intergroup friendships in school success of Turkish- second-generation Doctoral project of Gülseli Baysu Supervisors: Karen Phalet & Marc Swyngedouw CSCP & ISPO K. U. Leuven

The Turkish second-generation Born in the country where their parents migrated to Whose both or one parents are born in Turkey 18 to 35 Mainly Belgium, but also Austria and Sweden

The comparison group: Whose parents are born in the survey country years old Living in the same neighborhood with the Turkish-second generation

School success Drop-out rates Track placement in Secondary School Vocational Academic /Technical (preparation for higher education) Continuation into higher education

Factors affecting school success School segregation Perceived percent immigrant in primary school and secondary school Intergroup Friends Percentage of friends with the comparison group

Research questions: 1.Are there differences in the careers of Turkish-second-generation and the comparison group? 2.What factors are affecting school success? 3.Are segregation effects comparative/comparable?

Are there differences in the school success of Turkish-second-generation and the comparison group? Antwerp, Belgium

The leaking pipeline: –The way in which the presence of Turkish- second generation in academic tracks and in school diminishes through school career

LOWER SECONDARY 2 YEARS MIDDLE SECONDARY 2 YEARS UPPER SECONDARY 2 YEARS 34 HIGHER EDUCATION ACADEMIC/TECHNICAL 10 DROP-OUT LEAVING

LOWER SECONDARY MIDDLE SECONDARY UPPER SECONDARY 34 HIGHER EDUCATION ACADEMIC/TECHNICAL 10 DROP-OUT LEAVING BLACK: TURKISH-SECOND GENERATION RED: COMPARISON GROUP

Leaking pipeline: Does the difference between the Turkish second-generation and comparison group disappear if we control for demographic characteristics? –i.e. If they had similar personal histories: similar father’s education, starting in the academic track, no repeating grade in the primary school

Net Gap Chances of being in vocational vs. academic track at three stages in the course of secondary school

Result 1 There is an increasing difference between the Turkish-second generation and the comparison group in school success This difference cannot be explained by parental background, even with their academic history of success/failure

What factors are affecting school success? (Antwerp, Belgium)

School segregation refers to the over- representation of disadvantaged minority students in the same schools, which are often ‘majority minority’ schools. Segregation

Why is segregation harmful? a lower quality of instruction and/or to a relative lack of resources (Massey & Fischer, 2006) coupled with socio-economic segregation, students from low-income families (Carhill, Suárez-Orozco, & Páez, 2008).

Segregation and intergroup friendships Intergroup friendships: Contact with the majority culture - Positive attitudes between Turkish-second- generation and the comparison group (majority society) - Language learning

Segregation and intergroup friendships in Antwerp Segregation scale: 1=none; 2=25%; 3=50%; 4=75%; 5=all

Results: Segregation in primary and secondary school Segregation both in primary and secondary school (high % of immigrants) -increased the likelihood of being in vocational track -leaving school (4-6 times) -harmful for both Turkish-second- generation and the comparison group.

Results: Intergroup friendships in secondary school students who had most friends of Belgian origin in secondary school are –twice more likely to stay on (rather than drop out) –twice more likely to be in the academic track –five times more likely to continue higher education

Overall result: Segregation is harmful for both the Turkish second-generation and the comparison group Intergroup friendships protect the Turkish second- generation against drop-out and increases their chances of being in the academic track.

Segregation in three countries (Belgium, Austria and Sweden)

Segregation levels in primary schools 1=none; 2=25%; 3=50%; 4=75%; 5=all

Segregation levels in secondary schools 1=none; 2=25%; 3=50%; 4=75%; 5=all

Strength of association (correlation ) between primary and secondary school segregation

Educational Levels

Is segregation harmful for school success? In Austria, Sweden and Belgium (5 cities) segregation has a negative effect on school success IMPORTANT: CONTROLLED FOR TRACK AT ENTRY INTO SECONDARY

Take-home message There is an enlarging difference in the school success of Turkish-second generation and the comparion group (Antwerp) Segregation is harmful for school success of both Turkish-second generation and the comparison group! (Antwerp) Intergroup friendships protect the Turkish second generation against drop-out and increase their chances of academic track! (Antwerp)

In spite of different levels of segregation in different cities, segregation is consistenly destructive for school careers of Turkish second- generation across local and national contexts! (Linz, Vienna, Stockholm, Antwerp, Brussel) Take-home message

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