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Follow on Google News | Disadvantages of Migrant Pupils Varies Between CountriesBy: FWF Austrian Science Fund "In many European countries, it is a well known fact that the children of Turkish migrants are educationally disadvantaged" Austria in the lead In actual fact, the findings of Schnell's social scientific comparison of the situations in France, Sweden and Austria are surprisingly conclusive: When it comes to the scale of the disadvantages suffered by the children of Turkish migrants in the education system, Austria is the unequivocal leader. However, Schnell did more than merely identify this fact. He was also able to find solid reasons for the disparity: "The crucial factors are the intensity of the interaction between the structures of the school system and family resources, as well as the point in time at which this interaction begins. In the Austrian education system, it has to begin at an earlier point than in other countries", Schnell explained. Turkish families, in particular, though, often find themselves unable to allocate the resources that such interaction requires. Family & school Citing an example of the underlying conditions within national education systems that lead to an interplay with family resources, Schnell mentions the statutory age at which children start pre-school – and consequently the period of time during which parents are solely responsible for what their children learn. The relatively late age at which children start pre-school in Austria has a negative impact on their subsequent education. Schnell also identified a second, similar, aspect as instrumental: Setting the framework Schnell was able to identify relationships between family situations and the underlying conditions within the education system thanks to his unique level of access to data from the TIES study (The Integration of the European Second Generation). This extensive study incorporated a survey across 15 cities in eight European countries (including France, Sweden and Austria) examining the lives and experiences of young people with a Turkish migration background, based on the years 2007 and 2008. Philipp Schnell therefore had access to information on a wide range of family-related and non-family-related factors. These ranged from the parents' migration history and socio-economic status to the children's peer group networks and support provided by schools. Analysing the systems For the recently published study, Schnell supplemented this data with detailed analyses of the national education systems. He succeeded in placing the family-related data and the specifics of the various education systems in relation to the educational success of the young people concerned. And although he stressed that the children's education level continues to be most heavily affected by that of their parents and the parents' professional situation, the data he has now published also demonstrates that education policy has a marked influence on educational attainment. Personal details Philipp Schnell (http://www.oeaw.ac.at/ End
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