During recent decades, the educational outcomes of the children of immigrants have been extensively studied, with a growing emphasis on the heterogeneity of the so-called second generation. Yet, the impact of host country citizenship on children's educational outcomes has only received limited attention so far, although children of immigrants do not get automatic birthright citizenship in most European countries. Focusing on the Netherlands, this paper compares educational trajectories among citizen and non-citizen children of immigrants. Register data and sequence analysis are used to map and cluster the trajectories of a full cohort of second-generation students from the start of secondary school. We apply a variant of optimal matching focusing on sequences of transitions, which enables us to uncover different patterns of (im)mobility within a stratified school system better than the standard approach. Multinomial logistic regressions show that students who acquire Dutch citizenship are significantly more likely to follow upward trajectories, taking advantage of the system's flexibility and “back doors”. Conversely, not having Dutch citizenship is associated with a higher risk of dropout and school interruptions. These findings are in line with our theoretical expectation that, during the naturalisation process, parents acquire or further develop important resources for navigating a complex educational system such as the Dutch one.

近几十年来，人们对移民子女的教育成果进行了广泛研究，并越来越重视所谓的第二代的异质性。然而，迄今为止，东道国公民身份对儿童教育成果的影响只受到有限的关注，尽管在大多数欧洲国家，移民子女不会自动获得与生俱来的公民身份。本文以荷兰为重点，比较了移民的公民和非公民子女的教育轨迹。注册数据和序列分析用于绘制和聚类整个第二代学生从中学开始的轨迹。我们应用了一种优化匹配的变体，专注于转换序列，这使我们能够比标准方法更好地揭示分层学校系统内不同的（不）流动模式。多项逻辑回归表明，获得荷兰公民身份的学生更有可能利用系统的灵活性和“后门”，沿着上升的轨迹前进。相反，没有荷兰公民身份与辍学和学校中断的风险更高有关。这些发现符合我们的理论预期，即在入籍过程中，父母获得或进一步开发重要资源，以驾驭复杂的教育体系，如荷兰教育体系。多项逻辑回归表明，获得荷兰公民身份的学生更有可能利用系统的灵活性和“后门”，沿着上升的轨迹前进。相反，没有荷兰公民身份与辍学和学校中断的风险更高有关。这些发现符合我们的理论预期，即在入籍过程中，父母获得或进一步开发重要资源，以驾驭复杂的教育体系，如荷兰教育体系。多项逻辑回归表明，获得荷兰公民身份的学生更有可能利用系统的灵活性和“后门”，沿着上升的轨迹前进。相反，没有荷兰公民身份与辍学和学校中断的风险更高有关。这些发现符合我们的理论预期，即在入籍过程中，父母获得或进一步开发重要资源，以驾驭复杂的教育体系，如荷兰教育体系。