Ethnic Networks and Educational Achievement over the Life Course
The role of ethnic networks for the structural integration of immigrants’ children is of crucial importance for integration strategies and policies. The issue is, however, under heavy scientific dispute. While some scholars reason that reliance on ethnic ties constrains the advancement of young immigrants, others argue that ties to co-ethnics can compensate for structural disadvantage. Empirically, there is evidence for both kinds of arguments, referring not only to rather diverse immigrant groups in diverse receiving countries, but also to very different steps within educational careers; whether ethnic networks have positive or negative effects seems to depend, amongst others, heavily on the life-course.
This project aims to integrate these seemingly conflicting views by means of a more comprehensive model of intergenerational integration across the life-span. Our theoretical starting points are social capital theory, on the one hand, and the model of frame-selection (MFS), on the other hand, that overcomes limits of standard Rational-Choice-Theories by emphasizing the role of cultural norms and values. Our aim is to explain why the precise role of ethnic networks depends crucially on specific characteristics of immigrant groups, on a specific stage of educational careers, and on specific indicators of educational success.
To test respective hypotheses we will rely on data from the National Educational Panel Study (NEPS) that provide a unique chance to test particular hypotheses, as it contains rich information on ethnic networks and social capital of children and their parents at several educational stages.
In 2015, we developed analytical strategies to examine the use of contacts on the labour market within cohorts 4 (school and vocational training) and 6 (lifelong learning). We specified the mechanisms underlying positive or negative effects of ethnic network composition on the transition from school to vocational training and the labour market and both on the duration of unemployment and on leaving unemployment. We also examined contextual effects of ethnic networks and neighbourhoods on the competence development in preschool children and adolescents within cohort 2 (preschool) and 3 (5th graders) using new survey data that have been collected within the National Educational Panel Study.