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The Children of Immigrants at SchoolA Comparative Look at Integration in the United States and Western Europe$
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Richard Alba and Jennifer Holdaway

Print publication date: 2013

Print ISBN-13: 9780814760949

Published to NYU Press Scholarship Online: March 2016

DOI: 10.18574/nyu/9780814760949.001.0001

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Educating the Children of Immigrants in Old and New Amsterdam

Educating the Children of Immigrants in Old and New Amsterdam

(p.39) Chapter Two Educating the Children of Immigrants in Old and New Amsterdam
The Children of Immigrants at School

Maurice Crul

Jennifer Holdaway

Helga A.G. de Valk

Norma Fuentes

Mayida Zaal

NYU Press

This chapter examines whether school systems in the Netherlands and in the United States are enabling the children of low-status immigrants to enjoy the opportunities available to their native-born peers. To this end, the chapter compares the experience of second-generation Moroccans in Amsterdam and Dominicans in New York City (originally known as New Amsterdam). Drawing on both quantitative and qualitative data, it considers how patterns of academic achievement are distributed across the two groups and how those differences can be explained. In particular, it explores the ways in which immigrant-origin children are tracked onto different educational pathways that have implications for their future trajectories into higher education and the labor market, as well as the resources available to immigrant families in navigating this process.

Keywords:   school systems, second generation, low-status immigrants, Moroccans, Amsterdam, Dominicans, New York City, academic achievement, education, immigrant-origin children

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