The integration of second-generation immigrants has proved to be a major challenge for Europe in recent years. Though these people are born in their host nations, they often experience worse social and economic outcomes than other citizens. This volume focuses on one particular, important challenge: the less successful educational outcomes of second-generation migrants. Looking at data from seventeen European nations, Camilla Borgna shows that migrant penalties in educational achievement exist in each one-but that, unexpectedly, the penalties tend to be greater in countries in which socio-economic inequalities in education are generally more modest, a finding that should prompt reconsideration of a number of policy approaches.
This volume focuses on the portant challenge of the less successful educational outcomes of second-generation migrants.
3 Introduction 1.1 Children of migrants in Europe: which equal
opportunities? 1.2 The promise of diversity-oriented methods 1.3 Structure of
the book 2 Conceptual framework and case selection 2.1 Social inequalities in
education 2.2 Educational systems as opportunity structures 2.3 Defining
children of immigrants 2.4 Case selection: comparing immigration societies
2.5 Educational systems in Western Europe 3 The educational achievement of
second-generation immigrants in Western Europe 3.1 Previous studies 3.1.1 A
double disadvantage 3.1.2 The role of teachers, classrooms, and schools 3.1.3
Cross-country differences 3.2 Migrant penalties in educational achievement
3.2.1 Research questions and hypotheses 3.2.2 Analytical strategy 3.2.3 Data,
operationalization, and models 3.2.4 Results and discussion 3.3 Compound
disadvantages 3.3.1 Research questions 3.3.2 Analytical strategy 3.3.3
Operationalization: fuzzy-set calibration 3.3.4 Results and discussion 4 The
role of educational systems for migrant learning disadvantage 4.1 Previous
studies 4.1.1 Educational institutions and socio-economic disadvantage 4.1.2
Educational institutions and migrant learning disadvantage 4.1.3
Cross-country explanatory studies 4.2 Hypotheses formulation 4.2.1
Theoretically relevant dimensions of educational systems 4.2.2 Contextual
factors 4.3 Analytical strategy 4.4 Operationalization 4.4.1 Variable
construction 4.4.2 Fuzzy-set calibration 4.5 Results from a variable-oriented
approach 4.5.1 Bivariate correlations 4.5.2 Multivariate analysis 4.5.3
Regression-tree analysis 4.6 Results from a diversity-oriented approach 4.6.1
Assessing individual necessity and sufficiency 4.6.2 Institutional
configurations 4.6.3 fs-QCA: model construction and robustness checks 4.6.4
Final fs-QCA results and discussion 5 Conclusions 5.1 Key findings 5.2
Methodological contributions 5.3 Policy implications 5.4 Limitations and
outlook A Appendix to chapter 3 B Appendix to chapter 4 List of tables, List
of figures, References, Endnotes
Camilla Borgna obtained a Ph.D. in Political Studies at the University of Milan in 2014 and is currently Senior Research Fellow in the unit 'Skill Formation and Labor Markets' at the WZB - Berlin Social Science Center. Her research lies at the intersection of social stratification, sociology of education, and comparative social policy. Her work appeared in the European Sociological Review, European Societies, Social Science Research, and in the Journal of European Social Policy.
