Analyse comparée des parcours scolaires de descendants d’immigrés en France et en Allemagne

Abstract

Studies on educational inequality between children of immigrants and children of natives in France and Germany focus mainly on inequality in achievement or transition within the school system. This contribution focuses on the school trajectories of immigrants of Turkish origin in Germany and North African origin in France. Using panel data from each country, we use the sequence analysis method to identify typical pathways. We then estimate how far the social background explains ethnic inequality in each country and, finally, we analyse how pathways are structured by the school system. This comparative analysis shows that the structuration of school pathways among immigrants’ descendants by the respective school system produces distinct situations in terms of social and ethnic inequalities in each country.