ABSTRACT
As seen in chapter 3, the educational success of the Turkish second generation depends not only on the cognitive ability, motivation and aspirations of the children, but also to a large extent on the educational, social and economic resources available in their families. The education level of the parents in particular is one of the most important characteristics in the family context. This finding is in line with most of the international research on immigrant youth and schooling outcomes (Crul & Holdaway 2009; Heath & Brinbaum 2007; Portes & Rumbaut 1996; Zhou 1997). However, there are a number of scholars who claim that parental socio-economic status is not all that counts. There is also a view that the most important factor in explaining the transmission of resources is the quality of ties between generations (Allmendinger, Ebner & Nikolai 2007; Horvat, Weininger & Lareau 2003). Young adolescents will not benefit from the help of their parents if the relationship between them is weak or if parents are not engaged in their school activities. This chapter explores the involvement strategies and patterns of support provided by Turkish families in Austria, France and Sweden. Central to this analysis is research that has shown that children of immigrants benefit from such involvement and that parents are crucial in determining their children's experiences and academic success (Kao 2004; Kim 2002; Turney & Kao 2009).
