This volume explores the role of structure and agency in shaping post-school pathways for migrant-origin young people, providing new insights from countries with different migration histories and transition systems.
This volume explores the role of structure and agency in shaping post-school pathways for migrant-origin young people, providing new insights from countries with different migration histories and transition systems.
The book collates the work of leading international scholars to cover a number of jurisdictions across Europe, looking in depth at migrant transitions in different contexts. The chapters examine the influence of different education systems, migration status, race and ethnicity, social class, gender, and resilience on the success of transitions to higher education and the labour market. The book highlights the need for host countries to put in place comprehensive policies to counter ethnic inequalities and discrimination in their education and labour market systems while facilitating and supporting immigrant youth in pursuing their post-school pathways.
This timely book will be of great interest to scholars, researchers, and postgraduate students in the fields of migration studies, sociology of education, and equity in education. Policymakers will find this book useful in informing policy development in education and the labour market.
Chapter 1 Post-school pathways and migrant youth
Chapter 2
Expectation of early school leaving among Spanish immigrants: a process of
segmented assimilation
Chapter 3 Post-school expectations and outcomes
among migrant-origin young people in Ireland
Chapter 4 Ethnic segregation
across fields of study in the Netherlands
Chapter 5 Educational and
school-to-work pathways of majority and ethnic minority youth in Germany:
direct links and detours
Chapter 6 Early labour market trajectories of the
descendants of immigrants in France: Resources, barriers, and perceived
discrimination
Chapter 7 Labour market entry and early career of immigrants
in Italy: finally in but never established?
Chapter 8 Conclusion
Merike Darmody is a Research Officer, ESRI and adjunct Assistant Professor, Trinity College Dublin. Her research interests lie in cultural, linguistic, ethnic, and religious diversity in Ireland.
Emer Smyth is Research Professor, Economic and Social Research Institute (ESRI), Dublin and Adjunct Professor of Sociology, Trinity College Dublin. Her main research interests centre on education, school-to-work transitions, gender, and comparative methodology.
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