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The school careers of ethnic minority youth in France

Success or disillusion?

University of Burgundy - IREDU and Maurice Halbwachs Center, France, yael.brinbaum{at}ens.fr

Hector Cebolla-Boado, PhD

Nuffield College, University of Oxford and CEACS-Juan March Institute, hcebolla{at}ceacs.march.es

This article explores the educational performance and careers of the children of immigrant families and those of French natives in secondary schooling in France. Using a rich longitudinal dataset (the 1995 Panel of the Ministry of Education), we compare the parents' educational expectations with the school careers of their children. We identify higher educational expectations among immigrant parents than among natives from a similar social background. Although immigrant students begin the collège with a poorer school performance than native students, they tend to shorten this distance with the simple passage of time. Besides, most of this disadvantage is explained by class-related factors. Among the working class, there are few differences in the educational careers of children of immigrants and those of French-born children in upper secondary education. Nonetheless, students from a North African ancestry seem to be less able to materialize their aspirations than the descendants of Portuguese immigrants, and thus express more frequently their dissatisfaction with their orientation in the vocational or technological track.

Key Words: K E Y W O R D S • aspirations • educational careers • grades • North African immigrants Portuguese immigrants • second generation • secondary school

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