In this article, we aim to explain the school careers of the second generation of Turkish immigrants in nine cities in five Western European countries and show the influence of the national school systems ranging from comprehensive to hierarchical tracking structures. We apply sequence analyses, optimal matching, and cluster analyses to define school trajectories complemented with propensity score matching to study the differences between young adults of different origin. Participants were 4516 young adults of Turkish second generation and native origin aged between 18 and 35. Findings show that the school system makes a difference for school careers: (1) in rigid systems with higher differentiation and early tracking, the gap between the second-generation and native school trajectories begins to unfold early in the school career; (2) in the rigid systems, the track in which students enter secondary education determine the routes they take as well as their final outcomes; and (3) more open systems allow for “second-chance” opportunities for immigrant students to improve their track placement. However, across school systems, second-generation youth follow more often non-academic or short school careers, while native youth follow academic careers. When individual and family background are controlled via propensity score matching, the ethnic gap is explained better in more stratified systems highlighting the important role of family background in more stratified school systems.

中文翻译：

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瑞典、比利时、荷兰、奥地利和德国第二代土耳其移民的学校轨迹：学校系统的作用

在本文中，我们旨在解释五个西欧国家九个城市的第二代土耳其移民的学校生涯，并展示从综合到分层跟踪结构的国家学校系统的影响。我们应用序列分析、最佳匹配和聚类分析来定义学校轨迹，并辅以倾向评分匹配来研究不同血统的年轻人之间的差异。参与者是 4516 名年龄在 18 至 35 岁之间的土耳其第二代和土生土长的年轻成年人。 结果表明，学校系统对学校职业产生了影响：(1) 在具有更高分化和早期跟踪的刚性系统中，第二代-一代和本土学校的发展轨迹在学校生涯的早期就开始显现；(2)在刚性体系中，学生进入中学的轨迹决定了他们走的路，也决定了他们的最终结果；(3) 更开放的系统为移民学生提供了“第二次机会”来改善他们的课程安排。然而，在整个学校系统中，第二代青年更多地从事非学术或短期学校职业，而本土青年则从事学术职业。当通过倾向得分匹配控制个人和家庭背景时，种族差异在更分层的系统中得到更好的解释，突出了家庭背景在更分层的学校系统中的重要作用。(3) 更开放的系统为移民学生提供了“第二次机会”来改善他们的课程安排。然而，在整个学校系统中，第二代青年更多地从事非学术或短期学校职业，而本土青年则从事学术职业。当通过倾向得分匹配控制个人和家庭背景时，种族差异在更分层的系统中得到更好的解释，突出了家庭背景在更分层的学校系统中的重要作用。(3) 更开放的系统为移民学生提供了“第二次机会”来改善他们的课程安排。然而，在整个学校系统中，第二代青年更多地从事非学术或短期学校职业，而本土青年则从事学术职业。当通过倾向得分匹配控制个人和家庭背景时，种族差异在更分层的系统中得到更好的解释，突出了家庭背景在更分层的学校系统中的重要作用。