Immigrant children and youths in the German and Israeli educational systems (third transition)
This project studies the success of migrant children and youths in the educational systems of Israel and Germany. Education is considered a key resource for social integration into the receiving country. In both countries, educational attainment is closely related to labour market outcomes and general future life opportunities. However, there are considerable inequalities in the educational attainment of immigrants compared to natives. This project investigates the reasons and mechanisms that lead to said inequities (e.g. educational achievement).
In particular, educational transitions (e.g. from primary to secondary school) are important in educational attainment. A successful educational transition depends on various factors. Some factors are structural (e.g. educational system of a country, institutional rules) and others hinge on the individual (e.g. personal abilities, social and cultural resources, access to information and support, as well as values and attitudes). The strategic design as well as the data collected in this project enables us to identify and investigate how far these structural and individual factors contribute to a convergence of ethnic inequalities at certain transition points. Central issues of the study concern educational achievements, future plans and wishes of students and their parents. The question regarding whether these plans were actually realised is also investigated.
German, Turkish, and Russian
- 02.11.2009 - 12.12.2009
Germany Second Wave (Main Survey) and Second Wave (Supplement)
Germany Third Wave (Supplement)
The target groups of the project in Germany and in Israel are immigrants from the former Soviet Union (Russian Jews in Israel and ethnic Germans - resettlers) as well as native German and Israeli population. In Germany additionally Turkish immigrants were considered.
The project examines children of 4th grade, adolescents of 9th and 10th grade in Germany and adolescents of the 9th and 11th grade in Israel and their mothers.
Since for a considerable part of the students in Germany, contrary to expectation no transition occurred between the first two waves, a third wave one year later was additionally conducted to capture information not yet available in the second wave. A considerable part of ninth graders in comprehensive schools did not pass the final exam at the end of the school year, but planned to do so one year later. Moreover, some students in both grade 9 and 10 did not experience a clear transition to further education or vocational training. Instead, they were still in a transient situation, for instance, in a vocational preparatory school year. Hence, a third wave was conducted in order to receive detailed information on the transition that could not have been captured in the second wave.
n = 2,205 target persons
Survey Procedure and Instruments
Telephone interview: CATI (Computer Assisted Telephone Interview)
Link to the Detailed Description of the Study
Data Accessible via Research Data Centre
GESIS – Leibniz-Institute for the Social Sciences
Information about the user conditions can be found here: http://www.gesis.org/en/services/data-analysis/data-archive-service/usage-regulations
GESIS Team Datenservice
Phone: +49 221 / 476 94 - 420
- Immigrant children and youths in the German and Israeli educational systems (first transition)
- Immigrant children and youths in the German and Israeli educational systems (second transition)
- Regulation of biographical transitions in second generation immigrants in Germany and Israel (link)
- Identity Development and Value Transmission among Veteran and Migrant Adolescents and Their Families in Germany and Israel: Life Transitions and Contexts (link)
- Language acquisition as a window to social integration among Russian language minority children in Germany and Israel (link)