Araştırma Makalesi
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Educational Achievement and Opportunities among Turkish Migrant Youth in Germany

Yıl 2018, Sayı: 75, 153 - 183, 28.12.2018

Öz

Using data from the German National Educational Panel Study (NEPS), this study provides a quantitative overview of educational achievement and opportunities among Turkish youth in Germany. The findings show that students with a Turkish background are the most disadvantaged group at the fifth and ninth grade level in the fields of German and mathematics. Moreover, proportionally, they are the least-represented group among academic high school track students; the track provides opportunities for admission to universities and universities of applied sciences. Fifty years after the first migration from Turkey to Germany began, Turkish youth have had problems regarding using German in everyday life, friendship networks, and residential segregation. According to the segmented assimilationist perspective, different immigrant groups experience different levels of accommodation in destination countries. In the German context, data show that other immigrant communities gradually adapt to German society one way or another, whereas the problems of Turkish accommodation are passed on to younger generations. 

Kaynakça

  • Abadan-Unat, N. (2002). Bitmeyen göç: konuk işçilikten ulus-ötesi yurttaşlıǧa (Vol. 1). İstanbul: İstanbul Bilgi Üniversitesi Yayınları.
  • Acar, T. (2016). Mechanisms of and barriers to educational integration of immigrant youth in Germany. Unpublished Dissertation. The University of Wisconsin-Madison.
  • Allmendinger, J. (1989). Educational systems and labor market outcomes. European sociological review, 5(3), 231–250.
  • Ammermueller, A. (2005). Educational opportunities and the role of institutions. ZEW-Centre for European Economic Research Discussion Paper, (05–044).
  • Bankston III, C. L., & Zhou, M. (2002). Social capital and immigrant children’s achievement. In Schooling and social capital in diverse cultures (pp. 13–39). Emerald Group Publishing Limited.
  • Blau, P. M., & Duncan, O. D. (1967). The American occupational structure. New York: Free Press.
  • Blossfeld, H.-P., Roßbach, H.-G., & von Maurice, J. (Eds.). (2011). Education as a Lifelong Process: The German National Educational Panel Study (NEPS). [Special Issue] Zeitschrift für Erziehungswissenschaft, 14.
  • Buchmann, C., & Park, H. (2009). Stratification and the formation of expectations in highly differentiated educational systems. Research in Social Stratification and Mobility, 27(4), 245–267.
  • Çelik, Ç. (2011). The Process of Leaving School and Meaning of Schooling: The Case of Turkish School Leavers in Germany. Unpublished Dissertation, University of Bremen.
  • Diefenbach, H. (2008). Bildungschancen und Bildungs (miss) erfolg von ausländischen Schülern oder Schülern aus Migrantenfamilien im System schulischer Bildung. Bildung als Privileg: Erklärungen und Befunde zu den Ursachen der Bildungsungleichheit, 221–245. Federal İstatistik Bürosu [Statistisches Bundesamt]. (2011). Statistisches Jahrbuch 2010 für die Bundesrepublik Deutschland. Statistisches Bundesamt.
  • Grodsky, E., & Jackson, E. (2009). Social stratification in higher education. The Teachers College Record, 111(10), 2347–2384.
  • Hanushek, E. A. (2005). The economics of school quality. German Economic Review, 6(3), 269–286.
  • Haug, S. (2003). Interethnische Freundschaftsbeziehungen und soziale Integration. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie, 55(4), 716–736.
  • Kalter, F. (2011). The Second Generation in the Labor Market: Explaining the Turkish Exception. Alba & M. C. Waters içinde, The Next Generation: Immigrant Youth in a Comparative Perspective (pp. 166–184), New York, NY: NYU Press.
  • Kalter, F., & Granato, N. (2007). Educational hurdles on the way to structural assimilation in Germany. In Proceedings of the British Academy, vol. 137 (pp. 271–319). Oxford, UK: Oxford University Press Inc.
  • Kalter, F., & Kogan, I. (2014). Migrant networks and labor market integration of immigrants from the former Soviet Union in Germany. Social Forces, 92(4), 1435–1456.
  • Kao, G., & Tienda, M. (1998). Educational aspirations of minority youth. American journal of education, 349–384.
  • Kogan, I. (2011). New immigrants―old disadvantage patterns? Labour market integration of recent immigrants into Germany. International Migration, 49(1), 91–117.
  • Kristen, C. (2003). School choice and ethnic school segregation: Primary school selection in Germany. Waxmann Verlag.
  • Kristen, C., & Olczyk, M. (2013). Ethnische Einbettung und Bildungserfolg. In Bildungskontexte (pp. 353–403). Springer Fachmedien Wiesbaden.
  • Kristen, C., Edele, D., Kalter, F., Kogan, I., Schulz, B., Stanat, P., & Will, G. (2011). The education of migrants and their children across the life course. Zeitschrift für Erziehungswissenschaft, 14(2), 121–137.
  • Kroneberg, C. (2008). Ethnic communities and school performance among the new second generation in the United States: Testing the theory of segmented assimilation. The Annals of the American Academy of Political and Social Science, 620(1), 138–160.
  • Maaz, K., Baethge, M., Brugger, P., Füssel, H. P., Hetmeier, H. W., Rauschenbach, T., ark. (2016). Bildung in Deutschland 2016. Education in Germany 2016.
  • Neugebauer, M., Reimer, D., Schindler, S., & Stocké, V. (2013). Inequality in transitions to secondary school and tertiary education in Germany. Determined to succeed, 56-88. In Jackson M. (ed.), Determined to succeed? Performance versus choice in educational attainment (pp. 56–88). Stanford: Stanford University Press.
  • Orfield G, & Lee C. (2005). Why Segregation Matters: Poverty and Educational Inequality. Cambridge, MA: Civil Rights Proj., Harvard Univ.
  • Portes, A., & Zhou, M. (1993). The new second generation: Segmented assimilation and its variants. The annals of the American academy of political and social science, 530(1), 74–96.
  • Portes, A., & Rumbaut, R. G. (2001). Legacies: The story of the immigrant second generation. Univ of California Press.
  • Portes, A., & Rumbaut, R. G. (2005). Introduction: The second generation and the children of immigrants’ longitudinal study. Ethnic and Racial Studies,28(6), 983–999.
  • Schulz, B., & Leszczensky, L. (2016). Native friends and host country identification among adolescent immigrants in Germany: The role of ethnicboundaries. International Migration Review, 50(1), 163–196.
  • Skopek, J., Pink S. & Bela, D. (2013). Starting Cohort 4: 9th Grade (SC4). SUF Version 1.1.0. Data Manual. NEPS Research Data Paper. In National Educational Panel Study (NEPS). Bamberg, University of Bamberg. https://www.nepsdata.de/Portals/0/NEPS/ Datenzentrum/Forschungsdaten/SC4/1-1-0/SC4_1-1- 0_DataManual_en.pdf
  • Tarelli, I, Bos, W. & Bremerich-Vos, A. Germany. (2012). In PIRLS 2011 Encyclopedia: Education Policy and Curriculum in Reading. Volume 1: AK.” International Association for the Evaluation of Educational Achievement.
  • Wegmann, K. M. (2014). Shaping a new society: Immigration, integration, and schooling in Germany. International Social Work, 57(2), 131–142.
  • Zhou, M., & Bankston, C. (1998). Growing up American: How Vietnamese children adapt to life in the United States. Russell Sage Foundation.

Almanya’daki Türkiye Asıllı Gençlerin Eğitim Başarısı ve Eğitim Fırsatları

Yıl 2018, Sayı: 75, 153 - 183, 28.12.2018

Öz

Bu çalışma, Almanya Ulusal Eğitim Paneli Araştırmasıi  (UEPA) tarafından 2010-2011 akademik yılından itibaren boylamsal yöntemle yürütülen çalışmalara dayanarak, Almanya özelinde, Türkiye asıllı gençliğin eğitime erişim ve eğitim fırsatları alanlarında yaşadığı eşitsizlikleri nicel olarak incelemektedir. Çalışmanın bulgularına göre Türkiye asıllı genç nüfus, 5. ve 9. sınıf düzeyinde hem Almanca hem de matematik alanlarında en dezavantajlı göçmen grubudur. Ayrıca oransal olarak, üniversite ve meslek yüksek okullarına geçişe fırsat sağlayan akademik lise öğrenciler arasında da Türkiye asıllı öğrenciler en az temsil edilen gruptur.  Türkiye’den Almanya’ya göçün ilk başladığı tarihten bu yana 50 yıl geçmiş olmasına rağmen, Türkiye asıllı genç nüfus başta gündelik hayatta Almanca kullanımı, arkadaşlık ağları ve ikamete dayalı etnik tecrit alanlarında olmak üzere büyük sorunlar yaşamaya devam etmektedir. Parçalı asimilasyon kuramı çerçevesinde, farklı göçmen gruplar tarihsel göç koşullarına bağlı olarak gittikleri ülkelerin toplumlarıyla farklı bütünleşme süreçlerinden geçerler. Almanya özelinde, diğer göçmen gruplar zamanla Alman toplumuyla bütünleşirken, Türkiye asıllı göçmen nüfusun bütünleşmesindeki sıkıntılar daha genç nesilleri etkilemeye devam etmektedir.  

Kaynakça

  • Abadan-Unat, N. (2002). Bitmeyen göç: konuk işçilikten ulus-ötesi yurttaşlıǧa (Vol. 1). İstanbul: İstanbul Bilgi Üniversitesi Yayınları.
  • Acar, T. (2016). Mechanisms of and barriers to educational integration of immigrant youth in Germany. Unpublished Dissertation. The University of Wisconsin-Madison.
  • Allmendinger, J. (1989). Educational systems and labor market outcomes. European sociological review, 5(3), 231–250.
  • Ammermueller, A. (2005). Educational opportunities and the role of institutions. ZEW-Centre for European Economic Research Discussion Paper, (05–044).
  • Bankston III, C. L., & Zhou, M. (2002). Social capital and immigrant children’s achievement. In Schooling and social capital in diverse cultures (pp. 13–39). Emerald Group Publishing Limited.
  • Blau, P. M., & Duncan, O. D. (1967). The American occupational structure. New York: Free Press.
  • Blossfeld, H.-P., Roßbach, H.-G., & von Maurice, J. (Eds.). (2011). Education as a Lifelong Process: The German National Educational Panel Study (NEPS). [Special Issue] Zeitschrift für Erziehungswissenschaft, 14.
  • Buchmann, C., & Park, H. (2009). Stratification and the formation of expectations in highly differentiated educational systems. Research in Social Stratification and Mobility, 27(4), 245–267.
  • Çelik, Ç. (2011). The Process of Leaving School and Meaning of Schooling: The Case of Turkish School Leavers in Germany. Unpublished Dissertation, University of Bremen.
  • Diefenbach, H. (2008). Bildungschancen und Bildungs (miss) erfolg von ausländischen Schülern oder Schülern aus Migrantenfamilien im System schulischer Bildung. Bildung als Privileg: Erklärungen und Befunde zu den Ursachen der Bildungsungleichheit, 221–245. Federal İstatistik Bürosu [Statistisches Bundesamt]. (2011). Statistisches Jahrbuch 2010 für die Bundesrepublik Deutschland. Statistisches Bundesamt.
  • Grodsky, E., & Jackson, E. (2009). Social stratification in higher education. The Teachers College Record, 111(10), 2347–2384.
  • Hanushek, E. A. (2005). The economics of school quality. German Economic Review, 6(3), 269–286.
  • Haug, S. (2003). Interethnische Freundschaftsbeziehungen und soziale Integration. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie, 55(4), 716–736.
  • Kalter, F. (2011). The Second Generation in the Labor Market: Explaining the Turkish Exception. Alba & M. C. Waters içinde, The Next Generation: Immigrant Youth in a Comparative Perspective (pp. 166–184), New York, NY: NYU Press.
  • Kalter, F., & Granato, N. (2007). Educational hurdles on the way to structural assimilation in Germany. In Proceedings of the British Academy, vol. 137 (pp. 271–319). Oxford, UK: Oxford University Press Inc.
  • Kalter, F., & Kogan, I. (2014). Migrant networks and labor market integration of immigrants from the former Soviet Union in Germany. Social Forces, 92(4), 1435–1456.
  • Kao, G., & Tienda, M. (1998). Educational aspirations of minority youth. American journal of education, 349–384.
  • Kogan, I. (2011). New immigrants―old disadvantage patterns? Labour market integration of recent immigrants into Germany. International Migration, 49(1), 91–117.
  • Kristen, C. (2003). School choice and ethnic school segregation: Primary school selection in Germany. Waxmann Verlag.
  • Kristen, C., & Olczyk, M. (2013). Ethnische Einbettung und Bildungserfolg. In Bildungskontexte (pp. 353–403). Springer Fachmedien Wiesbaden.
  • Kristen, C., Edele, D., Kalter, F., Kogan, I., Schulz, B., Stanat, P., & Will, G. (2011). The education of migrants and their children across the life course. Zeitschrift für Erziehungswissenschaft, 14(2), 121–137.
  • Kroneberg, C. (2008). Ethnic communities and school performance among the new second generation in the United States: Testing the theory of segmented assimilation. The Annals of the American Academy of Political and Social Science, 620(1), 138–160.
  • Maaz, K., Baethge, M., Brugger, P., Füssel, H. P., Hetmeier, H. W., Rauschenbach, T., ark. (2016). Bildung in Deutschland 2016. Education in Germany 2016.
  • Neugebauer, M., Reimer, D., Schindler, S., & Stocké, V. (2013). Inequality in transitions to secondary school and tertiary education in Germany. Determined to succeed, 56-88. In Jackson M. (ed.), Determined to succeed? Performance versus choice in educational attainment (pp. 56–88). Stanford: Stanford University Press.
  • Orfield G, & Lee C. (2005). Why Segregation Matters: Poverty and Educational Inequality. Cambridge, MA: Civil Rights Proj., Harvard Univ.
  • Portes, A., & Zhou, M. (1993). The new second generation: Segmented assimilation and its variants. The annals of the American academy of political and social science, 530(1), 74–96.
  • Portes, A., & Rumbaut, R. G. (2001). Legacies: The story of the immigrant second generation. Univ of California Press.
  • Portes, A., & Rumbaut, R. G. (2005). Introduction: The second generation and the children of immigrants’ longitudinal study. Ethnic and Racial Studies,28(6), 983–999.
  • Schulz, B., & Leszczensky, L. (2016). Native friends and host country identification among adolescent immigrants in Germany: The role of ethnicboundaries. International Migration Review, 50(1), 163–196.
  • Skopek, J., Pink S. & Bela, D. (2013). Starting Cohort 4: 9th Grade (SC4). SUF Version 1.1.0. Data Manual. NEPS Research Data Paper. In National Educational Panel Study (NEPS). Bamberg, University of Bamberg. https://www.nepsdata.de/Portals/0/NEPS/ Datenzentrum/Forschungsdaten/SC4/1-1-0/SC4_1-1- 0_DataManual_en.pdf
  • Tarelli, I, Bos, W. & Bremerich-Vos, A. Germany. (2012). In PIRLS 2011 Encyclopedia: Education Policy and Curriculum in Reading. Volume 1: AK.” International Association for the Evaluation of Educational Achievement.
  • Wegmann, K. M. (2014). Shaping a new society: Immigration, integration, and schooling in Germany. International Social Work, 57(2), 131–142.
  • Zhou, M., & Bankston, C. (1998). Growing up American: How Vietnamese children adapt to life in the United States. Russell Sage Foundation.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Taylan ACAR 0000-0001-6168-3472

Yayımlanma Tarihi 28 Aralık 2018
Gönderilme Tarihi 11 Ağustos 2018
Yayımlandığı Sayı Yıl 2018 Sayı: 75

Kaynak Göster

APA ACAR, T. (2018). Almanya’daki Türkiye Asıllı Gençlerin Eğitim Başarısı ve Eğitim Fırsatları. Journal of Social Policy Conferences(75), 153-183.
AMA ACAR T. Almanya’daki Türkiye Asıllı Gençlerin Eğitim Başarısı ve Eğitim Fırsatları. Journal of Social Policy Conferences. Aralık 2018;(75):153-183.
Chicago ACAR, Taylan. “Almanya’daki Türkiye Asıllı Gençlerin Eğitim Başarısı Ve Eğitim Fırsatları”. Journal of Social Policy Conferences, sy. 75 (Aralık 2018): 153-83.
EndNote ACAR T (01 Aralık 2018) Almanya’daki Türkiye Asıllı Gençlerin Eğitim Başarısı ve Eğitim Fırsatları. Journal of Social Policy Conferences 75 153–183.
IEEE T. ACAR, “Almanya’daki Türkiye Asıllı Gençlerin Eğitim Başarısı ve Eğitim Fırsatları”, Journal of Social Policy Conferences, sy. 75, ss. 153–183, Aralık 2018.
ISNAD ACAR, Taylan. “Almanya’daki Türkiye Asıllı Gençlerin Eğitim Başarısı Ve Eğitim Fırsatları”. Journal of Social Policy Conferences 75 (Aralık 2018), 153-183.
JAMA ACAR T. Almanya’daki Türkiye Asıllı Gençlerin Eğitim Başarısı ve Eğitim Fırsatları. Journal of Social Policy Conferences. 2018;:153–183.
MLA ACAR, Taylan. “Almanya’daki Türkiye Asıllı Gençlerin Eğitim Başarısı Ve Eğitim Fırsatları”. Journal of Social Policy Conferences, sy. 75, 2018, ss. 153-8.
Vancouver ACAR T. Almanya’daki Türkiye Asıllı Gençlerin Eğitim Başarısı ve Eğitim Fırsatları. Journal of Social Policy Conferences. 2018(75):153-8.