The DOI matches its Crossref record; 30 of the 30 references it cites were found in a registry or an index.
Why Do Immigrant Students Aim High? Explaining the Aspiration–Achievement Paradox of Immigrants in Germany
Abstract
Educational aspirations are generally based on past academic achievement and families’ endowment with the resources needed to reach targeted educational levels. However, although they perform worse at school and hold lower social status, previous research observes that some ethnic minorities tend to express higher educational ambitions than natives. This study discusses and tests possible reasons for this striking finding using German data from the Young Immigrants in the German and Israeli Educational Systems project, which includes families from Turkey and the former Soviet Union. The results reveal that Turkish students hold higher aspirations than their native counterparts, whereas no aspiration gap was found between natives and adolescents from the former Soviet Union. While German students’ aspiration patterns can mainly be ascribed to status attainment motivation, Turkish students’ high educational ambitions seem to be stimulated by a desire of status upward mobility.
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Cites
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Cited by
Drouhot, L. G., & Nee, V. (2019) · Annual Review of Sociology · doi:10.1146/annurev-soc-073117-041335 · Cited by 283
Sewasew, D., & Koester, L. S. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.05.010 · Cited by 38
Migrants’ class and parenting: the role of cultural capital in Migrants’ inequalities in education
Barglowski, K. (2019) · Journal of Ethnic and Migration Studies · doi:10.1080/1369183x.2018.1476130 · Cited by 38
Metadata
- Authors
- Salikutluk, Z.
- Venue
- European Sociological Review
- Publisher
- Oxford University Press (OUP)
- Published
- 2016-02-25
- Volume
- 32
- Issue
- 5
- Pages
- 581-592
- ISSN
- 0266-7215 (ISSN-L)
- 1468-2672
- OpenAlex
- W2337163165
- Cited by
- 264
- References
- 30
- FWCI
- 76.68
- Type
- journal article
- Language
- en
- Open access
- closed
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