This paper explores the prospective transition of immigrant and native students in France from lower to upper secondary school. Because of their larger likelihood of being tracked to the less prestigious (vocational) tracks, immigrant and immigrant-origin students are significantly disadvantaged in this key step of their school career in comparison to the children of native families. Primary and secondary sources of educational disadvantage are explored to explain this regularity. Primary effects appear to explain this entire initial disadvantage, while secondary effects could have a positive impact for immigrant-origin students. Yet, immigrant families are suggested to be more conservative since they could need more evident proofs that their children are likely to succeed in upper secondary schooling.
Presented by:
Hector Cebolla Boado (Department of Sociology II, Universidad Nacional de EducaciÛn a Distancia ñ Spain)
Date & time:
November 24, 2008 4:00 pm - November 24, 2008 5:00 pm
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