Document Type

Book Chapter

Publication Date

1-1-2013

Journal / Book Title

Children of Immigrants at School A Comparative Look at Integration in the United States and Western Europe

Abstract

Because many migrants to the United States and Europe have limited formal education, school systems are challenged to avoid the reproduction of inequality in the second generation and to enable the children of immigrants to enjoy the opportunities available to their native-born peers. This study assesses how well two school systems meet this challenge by considering the experience of second-generation Moroccans in Amsterdam and Dominicans in New York City (originally known as New Amsterdam)—two groups that differ in terms of ethnicity and religion, but who share a similar socioeconomic position. The parents in both cases are predominantly low-wage labor migrants with modest levels of education, and second-generational educational outcomes are low compared with the children of native-born parents, raising concerns about labor market prospects and social inclusion.

Comments

This Book Chapter is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) as part of an Open JSTOR Collection.

DOI

10.18574/nyu/9780814760949.003.0002

Publisher

NYU Press

Journal ISSN / Book ISBN

84937807426 (Scopus)

Published Citation

Crul, M., Holdaway, J., de Valk, H. A. G., Fuentes, N., & Zaal, M. (2013). Educating the Children of Immigrants in Old and New Amsterdam. In J. Holdaway & R. Alba (Eds.), The Children of Immigrants at School: A Comparative Look at Integration in the United States and Western Europe (pp. 39–83). NYU Press. http://www.jstor.org/stable/j.ctt9qghd9.5

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