Doctoral project of Gülseli Baysu Supervisors: Karen Phalet & Marc Swyngedouw

2. 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

3. 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

4. The comparison group: • Whose parents are born in the survey country • 18-35 years old • Living in the same neighborhood with the Turkish-second generation

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

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

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

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

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

10. DROP-OUT LEAVING ACADEMIC/TECHNICAL HIGHER EDUCATION 34 57 29 31 UPPER SECONDARY 2 YEARS MIDDLE SECONDARY 2 YEARS 45 10 LOWER SECONDARY 2 YEARS 68 100

11. DROP-OUT LEAVING ACADEMIC/TECHNICAL HIGHER EDUCATION 67 57 30 34 29 31 UPPER SECONDARY 66 11 45 76 10 MIDDLE SECONDARY 4 LOWER SECONDARY 68 84 BLACK: TURKISH-SECOND GENERATION RED: COMPARISON GROUP

12. 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

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

14. 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

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

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

17. 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).

18. 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

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

20. 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.

21. 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

22. 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.

23. Segregation in three countries (Belgium, Austria and Sweden)

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

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

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

27. Educational Levels

28. 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

29. 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)

30. Take-home message • 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)

31. THANK YOU