ABSTRACT
When explaining the educational success of the children of immigrants, the greatest attention has been paid to the characteristics of their families of origin. Previous studies of the second generation in the United States have revealed, however, that outside-family networks can provide additional resources which can help to overcome their often disadvantaged position at school (Gándara et al. 2004; Gibson et al. 2004; Kao 2001; Stanton-Salazar 2001, 2004, 2011). Specifically, close friends and teachers have been recognised as significant agents in strengthening the upward mobility of immigrant children. Up to now, no systematic research has been conducted in Europe on the role of networks outside the family for second-generation Turks. This chapter aims to fill that gap. It analyses two types of social relationship: (1) the role of peer groups and (2) the role of teachers, by describing the strength of these relationships and the impact they have on education outcomes.
