The document summarizes key findings from the TIES survey on educational attainment and experiences of second-generation Turkish students in several European countries. The survey found:
1) Educational attainment of second-generation Turkish students varied significantly between countries, with the highest rates of tertiary education in France (39.6%) and the lowest in Germany (3%).
2) Institutional factors like tracking age, vocational options, and access to higher education influenced outcomes more than individual background characteristics.
3) Countries with later tracking, more joint schooling, and better pathways to higher education like France and Sweden saw higher rates of Turkish students in pre-academic tracks and university.
This document summarizes a talk given by Ellis Jonker on teaching diversity and intersectionality at predominantly white universities in the Netherlands. Jonker discusses the challenges of teaching these concepts in a "windy place" as Gloria Wekker described Dutch academia. Jonker interviewed several black and white feminist professors about their experiences and how they teach intersectionality. Preliminary findings suggest embracing an interdisciplinary approach using diverse voices and perspectives to debunk dominant color-evasive discourse and further anti-bias practices. The goal is to acknowledge the post-colonial heritage in multicultural Dutch society.
1. The diversity and equality agenda cannot ignore questions about quality, as pursuing diversity raises equality issues and pursuing equality raises fears about standards.
2. Quality is a complex concept that goes beyond rankings, and a university's performance should be viewed relative to its context and mission to contribute to society.
3. Supporters of diversity must confront claims that equality erodes quality by articulating a broader view of quality as excellence relative to context, upholding standards through support programs, and contributing to social justice and innovation.
This document summarizes a talk given by Ellis Jonker on teaching diversity and intersectionality at predominantly white universities in the Netherlands. Jonker discusses the challenges of teaching these concepts in a "windy place" as Gloria Wekker described Dutch academia. Jonker interviewed several black and white feminist professors about their experiences and how they teach intersectionality. Preliminary findings suggest embracing an interdisciplinary approach using diverse voices and perspectives to debunk dominant color-evasive discourse and further anti-bias practices. The goal is to acknowledge the post-colonial heritage in multicultural Dutch society.
1. The diversity and equality agenda cannot ignore questions about quality, as pursuing diversity raises equality issues and pursuing equality raises fears about standards.
2. Quality is a complex concept that goes beyond rankings, and a university's performance should be viewed relative to its context and mission to contribute to society.
3. Supporters of diversity must confront claims that equality erodes quality by articulating a broader view of quality as excellence relative to context, upholding standards through support programs, and contributing to social justice and innovation.
The document contains floor plans for an office building with 7 floors. The 1st floor contains a reception area, conference rooms, meeting rooms, storage, pantry and light well. The 2nd floor also has a reception, conference rooms and light well, as well as a cafe and shared space. The 3rd floor layout is similar and includes showers. The 7th floor has 2 suites labeled 7a and 7b, each with its own server room, cafe and shared space.
This document discusses intersectionality and diversity from an intersectoral perspective. It covers introducing intersectionality and policy research, the strengths that diversity brings with expectations, family life, language skills and unequal treatment. It concludes that diversity provides competencies and discusses how higher education can translate the intersectional and individual perspective into general policy for the labor market.
This document discusses a study on the impact of cultural diversity in student teams on the learning process in student-centered learning. The study examined three higher education programs with culturally diverse student populations. Observations and interviews found that cultural diversity can benefit learning by exposing students to different perspectives and experiences, but it can also complicate information exchange due to differences in language skills, communication styles, and backgrounds. The document recommends developing policies to create diverse teams, raising awareness of cultural differences, focusing on inclusive learning conditions, and ensuring strong English language competencies.
This document summarizes two studies on personality as a predictor of academic performance in culturally diverse groups. Study 1 found that conscientiousness and honesty-humility were positively related to GPA, and that narrow traits explained more variance than broad traits. Study 2 also found these relationships and showed they generalize across ethnic groups, though the relationship was weaker for conscientiousness but stronger for integrity among ethnic minority students compared to the majority. The document seeks help understanding why these relationships differed across ethnic groups.
University Of Groningen - Teaching Diversity IntersectionalityHogeschool INHolland
The document discusses teaching diversity and intersectionality at Dutch universities. It argues for moving beyond "happy" views of multiculturalism and recognizing multiple disadvantages based on intersections of identity like race, gender and class. It notes the importance of addressing "The Big Four" of race, gender, class and sexuality. Student evaluations showed some became more aware of different perspectives after assignments on intercultural issues. The document calls for creating safe spaces, bridging differences between groups, and using feminist and provocative pedagogies to better equip students for multicultural societies.
Presentation by Josep Mestres Domenech (OECD, Directorate for Employment, Labour and Social Affairs International Migration Division) on the occasion of the SOC section hearing on Migrant entrepreneurs’ contribution to the EU economy on 24.11.2011 in the framework of the Permanent Study Group on Immigration and Integration.
This document discusses the global challenge of marginalization facing the European high-tech industry compared to the US. It notes the large gap in revenues between the top US and European tech companies. It proposes strategic actions to address this, including expanding WITSA membership, combining WITSA and Kangarouro math competitions to identify and train potential software developers from a young age, opening an EU representative office in the US, and promoting transatlantic business cooperation to obtain EU structural funds for 2014-2020. Overall the document argues concerted efforts are needed across education, government, and business to strengthen Europe's position in the global tech industry.
OECD Education and Skills Ministerial: Digitalisation
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Find out more about the ministerial meeting at : https://www.oecd.org/education/ministerial/
Find out more about our work in education and skills: https://www.oecd.org/education/
This document discusses digital media trends across Asia and the challenges of marketing across different Asian markets. It notes the rise of social media and democratized media in Asia. It provides data on internet and technology adoption in countries like Sweden, South Korea, China, Japan, and others. It discusses the importance of understanding different social networks, online behaviors, and barriers in different Asian countries. The key is connecting with others across potential cultural and national barriers through weak online ties.
The document contains floor plans for an office building with 7 floors. The 1st floor contains a reception area, conference rooms, meeting rooms, storage, pantry and light well. The 2nd floor also has a reception, conference rooms and light well, as well as a cafe and shared space. The 3rd floor layout is similar and includes showers. The 7th floor has 2 suites labeled 7a and 7b, each with its own server room, cafe and shared space.
This document discusses intersectionality and diversity from an intersectoral perspective. It covers introducing intersectionality and policy research, the strengths that diversity brings with expectations, family life, language skills and unequal treatment. It concludes that diversity provides competencies and discusses how higher education can translate the intersectional and individual perspective into general policy for the labor market.
This document discusses a study on the impact of cultural diversity in student teams on the learning process in student-centered learning. The study examined three higher education programs with culturally diverse student populations. Observations and interviews found that cultural diversity can benefit learning by exposing students to different perspectives and experiences, but it can also complicate information exchange due to differences in language skills, communication styles, and backgrounds. The document recommends developing policies to create diverse teams, raising awareness of cultural differences, focusing on inclusive learning conditions, and ensuring strong English language competencies.
This document summarizes two studies on personality as a predictor of academic performance in culturally diverse groups. Study 1 found that conscientiousness and honesty-humility were positively related to GPA, and that narrow traits explained more variance than broad traits. Study 2 also found these relationships and showed they generalize across ethnic groups, though the relationship was weaker for conscientiousness but stronger for integrity among ethnic minority students compared to the majority. The document seeks help understanding why these relationships differed across ethnic groups.
University Of Groningen - Teaching Diversity IntersectionalityHogeschool INHolland
The document discusses teaching diversity and intersectionality at Dutch universities. It argues for moving beyond "happy" views of multiculturalism and recognizing multiple disadvantages based on intersections of identity like race, gender and class. It notes the importance of addressing "The Big Four" of race, gender, class and sexuality. Student evaluations showed some became more aware of different perspectives after assignments on intercultural issues. The document calls for creating safe spaces, bridging differences between groups, and using feminist and provocative pedagogies to better equip students for multicultural societies.
Presentation by Josep Mestres Domenech (OECD, Directorate for Employment, Labour and Social Affairs International Migration Division) on the occasion of the SOC section hearing on Migrant entrepreneurs’ contribution to the EU economy on 24.11.2011 in the framework of the Permanent Study Group on Immigration and Integration.
This document discusses the global challenge of marginalization facing the European high-tech industry compared to the US. It notes the large gap in revenues between the top US and European tech companies. It proposes strategic actions to address this, including expanding WITSA membership, combining WITSA and Kangarouro math competitions to identify and train potential software developers from a young age, opening an EU representative office in the US, and promoting transatlantic business cooperation to obtain EU structural funds for 2014-2020. Overall the document argues concerted efforts are needed across education, government, and business to strengthen Europe's position in the global tech industry.
OECD Education and Skills Ministerial: Digitalisation
Presentation from Andreas Schleicher about digitalisation in education and skills.
Find out more about the ministerial meeting at : https://www.oecd.org/education/ministerial/
Find out more about our work in education and skills: https://www.oecd.org/education/
This document discusses digital media trends across Asia and the challenges of marketing across different Asian markets. It notes the rise of social media and democratized media in Asia. It provides data on internet and technology adoption in countries like Sweden, South Korea, China, Japan, and others. It discusses the importance of understanding different social networks, online behaviors, and barriers in different Asian countries. The key is connecting with others across potential cultural and national barriers through weak online ties.
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2. Financial support for families, which also varies significantly between countries. Public spending is concentrated on compulsory schooling.
3. Childcare policies, which facilitate maternal employment when public investment is high. Pre-primary education is associated with better learning outcomes.
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This document discusses a study on the impact of cultural diversity in student teams on the learning process in student-centered learning. The study examined three programs at Maastricht University and found that cultural diversity can both positively and negatively impact the learning process. Diversity can benefit learning by exposing students to different perspectives and experiences, but can also make information exchange more complicated due to differences in language, communication styles, and backgrounds. Both students and teachers may have unconscious biases or generalizations about other cultures that could influence interactions. The document recommends developing policies to create diverse teams, raising awareness of cultural differences, and ensuring strong English language skills.
The document summarizes a keynote speech about the relationship between quality and equality in higher education. It argues that pursuing diversity and equality raises issues about differences in quality, but quality should be more broadly defined. A narrow definition of quality is hindering consideration of the benefits of diversity. The speech will examine arguments for equality, counterarguments, and how addressing perceptions of threatened quality can support both diversity and high standards.
This document discusses developing intercultural skills in student group work at university. It presents a case study analyzing how students from different cultures interacted in mixed-nationality group projects. The study found that intercultural interaction created both tensions from differences in communication and ways of thinking, but also opportunities for personal transformation as students learned to work together across cultures and changed their approaches. Productive learning environments for developing intercultural skills were found to be those with open-ended, authentic tasks and opportunities for prior experience working together.
Echo - Met een krachtige identiteit naar de arbeidsmarkt
J Schneider - UVA
1. Study success among 2nd Generation Turkish students
Results from the TIES Survey
Jens Schneider
AISSR, UvA
Mix-In Conference on Diversity in Higher Education,
Amsterdam, 22-23 March 2010
TIES
= “The Integration of the European Second Generation”
= a quantitative survey on children of immigrants born in
destination countries of labour migration in the 1960/70s.
= almost 10.000 respondents in 15 cities in 8 countries:
Sweden, Germany, The Netherlands, Belgium, France,
Switzerland, Austria and Spain.
1
2. INTERVIEWS
per city and group Turkish “Yugoslavian” Moroccan Comparison Group Total
Austria: Wien 252 253 - 250 755
Linz 206 242 - 234 682
Belgium: Brussel 250 - 257 271 778
Antwerpen 358 - 312 303 973
France: Paris 248 - - 174 422
Strasbourg 252 - - 177 429
Germany: Berlin 255 202 - 250 707
Frankfurt 250 204 - 253 707
Netherlands: Amsterdam 237 - 242 259 738
Rotterdam 263 - 251 253 767
Spain: Madrid - - 250 250 500
Barcelona - - 250 250 500
Sweden: Stockholm 250 - - 250 500
Switzerland: Zürich 206 235 - 202 643
Basel 252 200 - 266 718
TOTAL 3.275 1.327 1.562 3.642 9.806
TIES 2007/2008
Survey Organisation
International Coordination:
General: Universiteit van Amsterdam
Survey: Nederlands Interdisciplinair Demografisch Instituut (NIDI), The Hague
National Partners:
Germany: Universität Osnabrück
France: Institut National d’Etudes Démografique (INED), Paris
Austria: Österreichische Akademie der Wissenschaften, Wien
Switzerland: Université de Neuchâtel
Belgium: Katolieke Universiteit Leuven
Sweden: Stockholm Universitet
Spain: Universidad Pontificia Comillas de Madrid
The Netherlands: see above.
2
3. Departure point
Much attention to problems of educational integration of
immigrant children, BUT:
• the educational system and the integration context are often
taken for granted;
• no distinction between immigrant children and “native-born”
children of immigrants;
• only differences between groups are looked at, which
overemphasizes “ethnic” differences.
→ Alternative: comparing the same groups in different contexts
BUT: international comparison is very difficult (data
collection methods, group definition criteria etc.).
→ Basic Idea of TIES:
A survey on the same groups in various European countries
with the same questionnaire and definitional criteria.
• Target Group: native-born children of Turkish, Moroccan or
former Yugoslavian immigrants in the age group 18 to 35 (=
Second Generation)
Definition of Second Generation in TIES: All persons born and
resident in the respective survey country from either one or both
parents being born in Turkey, Morocco or former Yugoslavia.
• Comparison Group: native-born children of native-born
parents in the same age group and from the same
neighbourhoods
3
4. Sampling in TIES
• Population registers as database in Austria, Belgium
(Antwerp), Germany, Netherlands, Sweden, and
Switzerland
• Additional onomastic analysis in Austria, Belgium,
Germany, and Switzerland
• Phone directory screening + name recognition in France;
Census street segment screening + name recognition in
Brussels
• “Rare element”-sampling (e.g. difficult to find in Paris;
approaching the “entire group” in Linz)
TIES Questionnaire
• Educational careers and attainments
• Labour market careers
• Discrimination
• Identity formation
• Social relations
• Religion
• Transnationalism
• Partner choice and family relations
4
5. Education (42+ questions)
• Special focus on transitions and steps/choices taken in school
trajectories:
Starting age of schooling
School choices and given advice
Transitions (to other schools, to higher levels, repetitions)
Highest level of schooling (incl. drop-out)
Highest obtained diploma (incl. branch of study)
• also: School context and climate in secondary education
(e.g. relation to teachers and students, extra help, discrimination)
• also: Situation at home (siblings, homework guidance, role of parents,
learning environment)
Highest diploma
Turkish G2
maximum maximum tertiary level
lower secondary higher secondary (e.g. university)
Austria 35,9% 49,6% 14,5%
Belgium 24,0% 50,2% 24,8%
France 15,8% 44,6% 39,6%
Germany 34,7% 62,3% 3,0%
Netherlands 32,1% 42,3% 25,6%
Sweden 7,9% 55,0% 37,1%
Switzerland 19,8% 67,0% 13,2%
5
6. Still in education
Turkish G2
Austria 19,7%
Belgium 21,7%
France 46,0%
Germany 12,7%
Netherlands 43,2%
Sweden 22,7%
Switzerland 42,8%
Highest diploma + current level of education:
Turkish G2 and Comparison Group
TIES diverse 2007/2008
Netherlands Germany France Sweden
Turk. CG. Turk. CG. Turk. CG. Turk. CG.
Prim. primary 6,0% 1,2% 3,0% 2,4% 10,0% 1,4% n.a. n.a.
special 1,5% 0,4% 0,8% 0,0% n.a. n.a n.a. n.a.
Sec. I vocational 10,2% 5,0% 19,4% 6,6% n.a. n.a. n.a n.a
integr. 1,7% 0,4% 0,4% 0,2% 3,8% 0,6% 2,0% 0,8%
mixed 9,3% 3,2% 7,5% 4,8% n.a. n.a. n.a n.a
academic n.a. n.a n.a n.a. n.a n.a. n.a n.a
Sec II. apprent. 11,8% 5,6% 48,5% 49,5% 22,4% 11,1% n.a. n.a.
post-sec. n.a. n.a. 5,9% 8,9% n.a. n.a. n.a. n.a.
vocational 23,4% 13,4% 0,4% 1,4% 14,8% 10% n.a. n.a.
academic 1,0 6,2% 7,3% 7,2% 2,2% 3,1% 60,4% 35,6%
Tert. vocational 26,6% 32,1% 1,9% 5,0% 7,4% 7,7% n.a. n.a.
university 8,5% 39,6% 5,6% 14,1% 42,8% 66,1% 36,6% 63,6%
6
7. Educational attainment Moroccan/Turk. G2
Still in education or highest diploma
Moroccan G2 Turkish G2
Amsterdam primary 7,1% 4,2%
lower sec. 16,6% 22,8%
apprenticeship 12,4% 8,0%
tertiary 32,0% 30,0%
Rotterdam primary 9,2% 12,2%
lower sec. 16,3% 19,0%
apprenticeship 9,6% 13,3%
tertiary 27,1% 27,4%
Background Turkish parents: educational level
of the fathers
Austria CH Germany Belgium NL France Sweden
max. 28,2% 33,5% 60,6% 38,7% 46,2% 48,8% 47,8%
primary
Sec I 50,2% 47,1% 19,6% 40,7% 35,0% 40,9% 28,6%
Sec II + 15,9% 10,1% 1,6% 6,8% 6,2% 9,6% 15,5%
Tert.
No answer 5,7% 9,2% 18,2% 13,8% 12,6% 0,7% 8,1%
total N 458 465 505 602 500 500 253
TIES diverse 2007/2008
7
9. Influential Factors
e.g. Educational level of the parents; speaking about school at home;
help with homework by parents or siblings; a quiet place to study; the
number of books at home...
only relevant, when school system fails to fulfill a “complete duty”
(Germany: yes, Sweden: no); highest relevance in higher education
Permeability of the system in both directions; second or third chances,
long routes for “late bloomers”
Germany: no; Netherlands: yes
Better access conditions to the labour market through vocational
training in “full-term”-apprenticeships
Germany and Switzerland: yes; Netherlands and France: no
9
10. Average starting age in education (incl. pre-school)
Turkish G2 Starting age in
school
Austria 5.2
Belgium 3.0
France 3.1
Germany 4.2
Netherlands 4.0
Sweden 3.1
Switzerland 4.9
Selection age for secondary school
Turkish G2 Selection age
Austria 10
Belgium 14
France 15
Germany 10/12
Netherlands 12
Sweden 15
Switzerland 12
10
11. Number of years in school before tracking and
% of those in pre-academic tracks
Turkish G2
joint years in school % in pre-academic track
Sweden 11,9 56,2%
France 11,9 53,6%
Belgium 11,0 51,3%
Netherlands 8,0 25,6%
Germany 5,8/7,8 12,7%
Switzerland 7,1 8,2%
Austria 4,8 n.a.
Turkish G2: Relation pre-academic track and
actual access to higher education
Pre-academic track Entering higher education
Austria n.a. 19,7%
Belgium 51,3% 24,2%
France 53,6% 52,0%
Germany 12,7% 7,5%
Netherlands 25,6% 33,2%
Sweden 56,2% 35,5%
Switzerland 8,2% 13,8%
11
12. Turkish G2: Drop-out in higher education
% left without a diploma
Austria 5,6%
Belgium 22,8%
France 15,0%
Germany 10,5%
Netherlands 14,5%
Sweden (29,2%)
Switzerland 9,3%
Second generation Success?
Success is relative: Do we
compare with peers or with
parents?
Institutional arrangements
condition second generation
success across Europe.
Educational success = question
of integration or discrimination?
12