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Migration, Familie und soziale Lage pp 81–103Cite as

Family Socialization, Gender and Educational Success

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Zusammenfassung

The thesis of the potential for crisis and risk in immigrant families persists in debates about integration and education. Culture and identity conflicts, and problems of recognition and affiliation, afflict not only gender and generational relations but also the social integration of the family and its individual members. To account for these problematic phenomena, recourse is usually taken to migration-specific, socio-cultural or socio-structural explanation patterns. The ways in which immigrant families process and cope with these problems, or analyze their input of resources, creativity and efforts gain too little attention in public debate and in practical contexts. This contribution focuses on analyzing the achievement potential of immigrant families and its implied consequences. Our main aim is to identify supportive and promotional elements in the socialization processes in the family by discussing people who have been successful on the educational and professional levels, despite being from backgrounds generally described as “educationally disadvantaged”.

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Notes

  1. 1.

    Special thanks to Beate Kutz, University of Osnabrück, and Kathleen Weekley, Melbourne, for their support with translation and editing.

  2. 2.

    Survey of Pupils from Statistics Sweden (SCB) (1988–1995/2002) with a total of 16.060 pupils.

  3. 3.

    National Education Longitudinal Study (1988–1994) that interviewed 24.599 adolescents.

  4. 4.

    French National Education Longitudinal Study (1989–1996) with a total of 17.314 pupils interviewed.

  5. 5.

    INTERFACE: Immigrants and National Integration Strategies: Developing a Trans-European Framework for Analysing Cultural and Employment-Related Integration (2006–2008).

  6. 6.

    A total of 240 interviews were carried out with families of migrant background (three narrative, consecutive interviews per family).

  7. 7.

    Reports of 1.245 adolescents of migrant background.

  8. 8.

    Perceived education advice from the mother, for instance, has a positive effect on her son’s school marks. Monitoring by the mother has a very positive effect on the girls’ commitment at school. Mothers’ help with the homework has positive effects on school achievements of both, boys and girls. Support from the father with homework only has a significant positive effect for girls (Plunkett et al. 2008).

  9. 9.

    Some of the eight children (six boys, two girls) suffered from mental or psycho-social handicaps or were on precarious education paths, including having been arrested for different offences, while others showed no particularly striking behaviour. Leila, the second eldest daughter, was studying law. After having mastered her dyslexia, the younger daughter (10 years old) also got good results at school.

  10. 10.

    Low expectations of teachers may lead to low demands pronounced to students and to negative behaviour being displayed towards the students. Students who are met with positive expectations are received with more attention and friendliness, which also has a positive effect on the results and achievements of those students (Schofield 2006).

  11. 11.

    The study was carried out within the framework of the German National Integration Plan (Nationaler Integrationsplan) (2007) on behalf of the Federal Office for Migration and Refugees (Bundesamt für Migration und Flüchtlinge).

  12. 12.

    The classification refers to formal educational final qualifications, professional qualifications and the position of the parents.

  13. 13.

    It should be noted here that also female migrants from educationally disadvantaged families may show linear advances in education. In addition to the aspirations of the parents, other encouraging elements proved to be attendance at nursery, good linguistic preparation, and bi-lingual schooling or schooling in the language of origin with facilities for transition to grammar schools (for example, Greek grammar school). Furthermore, it became evident that these trajectories were also influenced by the girls’ excellent school results, which motivated parents and individual teachers to give them direct support at an early age (Behrensen und Westphal 2009).

  14. 14.

    Here she referred in particular to two cousins who studied before her, so she was not the first in the family to study at university.

  15. 15.

    The relevance of a good bi-lingual education at school becomes evident here.

  16. 16.

    It might be assumed that the death of the parents was a motivation for consciously maintaining the bonds.

  17. 17.

    When, on one occasion she announced the teacher’s visit at home to talk about this matter, her father finally gave in and gave his consent in order to prevent the face-off with the teacher.

  18. 18.

    She had three elder brothers and one younger sister. Only the sister who took her as a role model was able to complete a professional training scheme.

  19. 19.

    Here she referred to times when she was expected to return home punctually, at an hour which did not necessarily fit with her working hours during professional training. She was not allowed to participate in school excursions nor, in the beginning, to take part in swimming classes. She accepted the control and demands of her father, which she interpreted as protection, as well as the expectations of her school and her employer.

  20. 20.

    In this context, the hairdresser remarked that she was „daddy’s darling“.

  21. 21.

    Rumbaut (2000, S. 291) qualifies this paradox of gender achievement and immigrant achievement (inter-generational acculturation) as a „paradox of resilience“. In both cases, comparatively low status seems to be characterized by stronger effort and higher achievement, although also by a lower degree of self-esteem.

  22. 22.

    In Germany, the unemployment rate among female university leavers of migrant background (12,8 %) is twice as high as that of local female university leavers. The figures for male university leavers are similar (9,6 and 5,9 %) (Die Beauftragte der Bundesregierung für Migration, Flüchtlinge und Integration 2010). The notable advantage of girls in the education system disappears with their move to the labour market.

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  1. Universität Kassel, Kassel, Deutschland

    Dr. phil. Manuela Westphal & Dr. phil. Karin Kämpfe

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  1. Dr. phil. Manuela Westphal
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    Erol Yildiz

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Westphal, M., Kämpfe, K. (2013). Family Socialization, Gender and Educational Success. In: Geisen, T., Studer, T., Yildiz, E. (eds) Migration, Familie und soziale Lage. VS Verlag für Sozialwissenschaften, Wiesbaden. https://doi.org/10.1007/978-3-531-94127-1_5

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