Frames of reference for comparison of three immigrant groups in Belgium: the case of Turkish, North African and Eastern European immigrants

摘要: This study builds on ongoing debates the usefulness of Ogbu's (Ogbu, 1984; 2008; Ogbu & Simons, 1998) cultural-ecological theory by exploring importance various community forces in shaping educational aspirations three different voluntary migrant groups Flanders (Belgium). Since first waves labor migration to Belgium after WW II, immigrant children underachieved school compared their Belgian peers. As most immigrants came voluntarily Belgium, these underachieving results conflict with Ogbu’s model, which he distinguishes between two main based shared collective history racial/ethnic groups. model predicts that (such as Asian US) have better outcomes involuntary non-immigrants African Americans US). According Ogbu, are result both ‘the system’ and ‘community forces’. ‘The consists out policies at levels, treatment minority societal rewards students receive when achieving. In addition, forces’ refer factors exist attitudes, beliefs, behaviors related education, found communities, interact system’. Community include frame reference for comparison, instrumental beliefs about schooling, a relational domain, such perennial conflicts, degree trust mistrust toward personnel, belief role schooling subordination or oppression group, finally, expressive factors, identity cultural language frames reference. has not received unequivocal support tested non-settler countries respect because recent histories political economic relations former colonies (Eldering, 1997; Van Zanten, Hermans, 2004; Gibson, 1997), fails explain within-group variations, variations within voluntary/involuntary (Akom, Matute-Bianchi, 2008). order test develop deeper understanding why certain might follow deviate from predictions, this compares one force, namely ‘frame comparison’, underpins development same Flemish (Belgian) city: Turkish, North-African Eastern European secondary students. More specific, internal variability category is examined. These comparison they histories, length stay networks, utility typology society tested. Methods: paper ethnographic research conducted 2009-2011 schools large St.-Bernardus, Mountain High Heartbreak High. St.-Bernardus large, catholic, co-educational multilateral offers professional, technical academic tracks. medium-sized, non-religious categorical schools. only tracks vocational Nine class fifth-grade (with exceptional seventh-grade) were selected, field followed presence Fieldwork was weeks per group. After intensive period naturalistic observations getting know students, teachers school, qualitative, semi-structured, face-to-face interviews taken respondents each class. Out sample 124 respondents, 33 Turkish descent, 17 descent 14 analyzed. The selected city situated Flanders, Dutch linguistic known its dense community, more heterogeneous group North smaller arrived recently countries. Results: Results indicate although migrated voluntarily, already reside than generation affects students’ resembles situation described non-migrants. Both groups’ differs density therefore serves while communities parental education crucial factor strategies. contrast, due history, similar typology, during career lived country origin some years. findings suggest an interesting framework but consider particular determining networks stay, observed differences further refine theory. References: Akom, A. (2008a). Reexamining resistance oppositional behavior: nation islam creation black achievement ideology (the remix). J.U.Ogbu (Ed.), Minority status, culture, (pp. 190-221). New York London: Routledge. Eldering, L. (1997). Ethnic Netherlands perspective. Anthropology Education Quarterly, 28, 330-350. M. Complicating immigrant/involuntary typology. 18, 335-356. P. (2004). Applying Moroccans Low Intercultural 15, 431-438. Matute-Bianchi M.E. (2008). Situational ethnicity patterns performance among nonimmigrant Mexican-descent 397-432). J. U. 3-28). H. D. (1998). Voluntary minorities: A implications education. 29, 155-188. Van Schooling Immigrants France 1990s: Success Failure Republican Model Integration? 351-374.