This article was downloaded by:[Ingenta Content Distribution] On: 11 October 2007 Access Details: [subscription number 768420433] Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK

Journal of Intercultural Studies Publication details, including instructions for authors and subscription information: http://www.informaworld.com/smpp/title~content=t713432188 The Ethnic (Dis)advantage Debate Revisited: Turkish background students in Australia Joel Windle a a The University of Melbourne, Melbourne, Australia

Online Publication Date: 01 January 2004 To cite this Article: Windle, Joel (2004) 'The Ethnic (Dis)advantage Debate Revisited: Turkish background students in Australia', Journal of Intercultural Studies, 25:3, 271 - 286 To link to this article: DOI: 10.1080/0725686042000315768 URL: http://dx.doi.org/10.1080/0725686042000315768

PLEASE SCROLL DOWN FOR ARTICLE

Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article maybe used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 O:10.1080/0725686042000315768 online/04/030271-16 DOI: 1469-9540 print/ISSN 0725-6868 ISSN irn dctoa civmn n h urn mhsso grgt data. aggregate on emphasis current the and achievement educational and migrant down, closed 1998). been Cahill, the increasingly & scaled in (Keceli background riposte has migrant back non-English-speaking major of discussion Cope, students last for & which the support (Kalantzis government since by to disadvantage years argued educational subsequent 15 ®rst migrant is 1988), thesis, of It success' measurement 1980s. `ethnic over the the debate in of Birrell ascension and the Bullivant in step another marked report government equity the the that of publication for suggesting The the data account generation. some adequately as second the present the not such on and into does groups conclusions issue experiences, explanation neglecting an its student success' remains migrants, of based `ethnic speci®city Greek research ®rst the and and this was that range of schools Italian argue Much Australian of I in 1970s. waves Turks. migrants the ®rst post-war in of of issue experiences numbers an developed groups. large as models migrant explanatory of recognised within and presence approaches and the the between discuss since differences I factors migration, to key Turkish exclude insensitive on thesis Focusing are this of and terms are the success and that schools in¯uencing argues Australian It education. in higher well in achieve over-represented generally background migrant English-speaking ora fItrutrlSuis o.2,N.3 2004 3, No. 25, Vol. Studies, Intercultural of Journal 02.Agigfrtene odsigihbtengop cuyn ifrn social (Khoo different occupying generation is groups second between disadvantage distinguish the important to educational for need the a background that to for migrant to Arguing pro®ciency 2002). from point responses English arise from colleagues to on conclude unlikely question his but `Non census and circumstances, Than as general socio-economic Other Khoo such in Background categories Meanwhile distinctions `Language broad (LBOTE)'. and on (NESB) rely English Background' collection Speaking data English OECD and Government A Australia Melbourne, Melbourne, of University The J in Australia students background Turkish Revisited: Debate (Dis)advantage Ethnic The OEL BSTRACT ti ieyteeoet eosdrtecneta onain fapoce to approaches of foundations conceptual the reconsider to therefore timely is It W INDLE hspprr-xmnstewdl cetdpooiinta tdnso non- of students that proposition accepted widely the re-examines paper This eodGnrto Australians Generation Second ã 04Cnr o irn n neclua Studies Intercultural and Migrant for Centre 2004 nArl2002 April in tal., et 1 Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 hs utrladrlgosdfeecswr ecie ob atclryalien particularly be to Young 1982; 1983; perceived Affairs, Ethnic were Lingard, and Immigration differences of & Dept. religious & Henry (Mackie and example, cultural whose for Knight see, 1999; Cope, & multiculturalism Kalantzis 1984; of Jakubowicz, (for of®cial migrants non-European an discussion of as numbers of large emerging encounter a of was to history time yet multiculturalism had a the schools when at but time in policy, came of a schools place period change, Australian new special educational of the rapid experiences a of ®rst effects occupy Their the migration. feel migrants Australian to Turkish ®rst the uncertainty, and economic shortages, labour recent unskilled in ®ll neglected to group a students, background Turkish to literature. of experiences relation school the in of accounts migrants shifting follows paper this positions, cultural and ooecm h btce hyfc tsho Brel 96 94 irl Seitz, & Birrell 1994; 1986, (Birrell, school at arguments, face Birrell of they able weight are 1986; obstacles migrants of the the children that overcome under arrivals, earlier to subsumed of experiences largely the on based were primarily education of experiences 272 eeac oebody nls saScn agae(S)casswr uddin funded were classes and (ESL) aims Language its of Second of a context questioning as the a English in and broadly. school, attention more of of of®cial relevance presence potential attract the democratising to 1970s, the the began for in students optimism grew NESB rates of retention As numbers trained materials. large poorly of classes, large lack of a weight and the teachers under struggling were entered children (Khoo their employed, Australia in is born parent were neither parents 33). where whose p. children households 2002, of in 19.1% live second to many the years compared of although 44.1% 0±14 workplace: 50,692 1988), of aged result Young, counts concen- a 1998; as generation occupational often census (Keceli, completely, strong workforce work 2001 the a left unskilled have the retained and has factory and in generation 1980), tration permanent ®rst Affairs, 1980, The By speakers. Ethnic Turkish 1985). and Dept. & (Elley, Planners Immigration Young Australia Keys of (MSJ in perspective dominant being the as become before had not arrived futures settlement did they who their although many mobility, see social with bilateral for initially common aspirations a high In had 130). migrants of Turkish p. them, signing 1985, heterogeneous left (Elley, migrants the their occupations Turkish Despite arrival, after mid-1970s. prior on the work until earnest factory peak in its concentration at in was massive and began 1967, in Turkey Australia with agreement to migration Turkish Australia in Migrants to Turkish migration the to Turkish relation experience. in of educational students features measuring Turkish of of distinguishing modes situation dominant current the the reconsider traced of and concerns the Australia, who revisit to researchers important is it the situation this understand To 1985). Sturman, lhuhTrihsuet eeiiilyo neett eerhr snwarrivals new as researchers to interest of initially were students Turkish Although Australia to drawn migration post-war of wave massive the of last the among Being iutdi nutilsbrscoet irn otl n oklcs h schools the workplaces, and hostels migrant to close suburbs industrial in Situated olWindle Joel ,19;Bliat 98 Meade 1988; Bullivant, 1995; al., et tal et tal et ,1990). ., ,18;Msii,1986; Mistilis, 1983; ., ,18) their 1980), al., et tal et ., Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 n tla tdnso h n adadLbns n uks tdnso h other, the on students Turkish and Lebanese and Young hand Greek one of the achievement on the students between Italian 1980s and early the in recorded differences Comparing aggravat- communication, effective inhibiting as seen were dif®culties Language (b) and social alien an to adjustment of fade shock initial might (Young the too from environment arose cultural disadvantage it their that and that time, migrants with Turkish p. (1980, documenting Certi®cate) researchers School (High HSC completed Turkish older of or 18 156). Young at students at In on school staying experience. for left encouragement, rewarding who parental a However, strong not despite was de®cit'. time, school particularly same `cultural groups, the migrant at labelled for background dif®culties dif®culties long-term any into those calling of peers, existence ESB their the than off question better were Turkish) including (not backgrounds d education the both of workings the of ignorance and particular ways: expectations two of Mismatched and in communication open disadvantaged (a) being more and as areas understood organisation were demand of Turkish arrivals New high patterns by cultures. in different faced services to dif®culties government policy responsive produced making the focus This for migration, phenomenon. ephemeral proposals an following as interpreted immediately were migrants years the In Shock Initial and retention student of analysis comparative a on (Martin School ethnicity by High based performance Sydney students of Experience Young migrant Educational 1983; decadeÐThe Affairs, the Students Ethnic of study and in¯uential Immigration of arrivals. new Dept. for least language at research, of subsequent recognition in ProgramÐand remained Education has Migrant needs Child the through 1970 atr fEnglish of mastery atnadMaes®dnsfrlne salse russgetdt some to suggested groups established longer for ®ndings Meade's and Martin NESB of range a from students that found investigations Meade's and Martin ytetm fte®s ao netgtosdvtdt uks irns(ake& (Mackie migrants Turkish to devoted investigations major ®rst the of time the By tdns`pt pe' u aldt fe ugsin o utrlysensitive culturally for suggestions offer to NESB failed bringing but at curricula. speed', aiming mainstream to programs to `up ESL led focus effective students This (De more 1975). `ability' Research, their for Educational of recommendations for level the Council to Australian performing & from Lemos students preventing and (a) ing a omnt dcto n wrns asn,priual hog `ethnic through particularly raising, (Young awareness channels and organisation' education presented solution community The arrivals. was new handicap institutions social other and system on htlnt ftm pn nAsrlai oiieyascae with: associated positively is Australia in spent time of length that found al. et wsarayagigaantpsiitcassmnso h xeine of experiences the of assessments pessimistic against arguing already Ðwas tal et ,1983). ., tal et tal et ,17;Meade 1979; ., ,1980). ., h tnc(i)datg Debate (Dis)advantage Ethnic The ' apeol 7 fthose of 27% only sample al.'s et tal et ,1983). ., tal et ,18)temost the 1980) ., 273 Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 274 rias(eei 98.I swrhntn htwa oncinbtenTurkish between connection weak that noting worth earlier to is relation in It disadvantage for a 1998). at absence them (Keceli, their put and arrival arrivals of schools, time and the migrants the at as migrants between Turkish seen de®cit be the to bridge came to organisations, religious scaffolding as such structures, Community 1992). d d frsac Acei utainTrihFinsi oit,19;Inglis 1993; Society, Friendship Australian-Turkish locus the & (AkcËelik became increased. increasingly research stay dif®culties, of of transitional length than as rather even success practices, into Cultural commitment their translate to struggled (Inglis attainment in improvements of Dept. & (Mackie schools unscrutinised. of of latter Young opinions operation 1983; Affairs, and the Ethnic demands and and through knowledge Immigration the of on mediated `de®cits' than their often and rather lifestyles language, family students, on focused Turkish teachers, and of and parents culturally experiences the (Meade the to success impediment on academic an of as realm understood unquestioned is socially difference cultural view this In De®cit ethnic Cultural from or refugees Chinese de®cit Kong. ethnic Hong cultural from example, migrants positing economic for and together, whether Timor East placing 1992), thereby strong (Brah, advantage, with accounts migrants skilled `ethnicist' and schooling prior resources. no academic and the with take ®nancial but to refugees stay, of, experiences of the extremes, length separating of resources two cultural saliency and the context just the of not importance highlights work Such 2001). (Warrick, of length 190). drive associate p. denigrating negatively values (1987, Anglo to success' from as `contamination and face far students as as success, gone with stay has stay of length Bullivant than success. important are more determining be settings etc.) in may academic the capital in levels, economic language arrived and and foreign recently cultural wage a that of as suggests similar, English achievement security, studied academic have broadly job high who the students housing, overseas are addition, In to group time. over (access consistent each opportunity affecting of and structures circumstances Australia in Cahill that spent (as time assumes of problematic of length remains success between the mobility link with direct social groups a establish arrived to newly arrivals of earlier dif®culties the comparing Cahill However, mid-1990s, 39). the from back Looking cest ore fvctoa nomto n upr rmprns col and schools parents, from support and information vocational of sources to gained access have to and level secondary reached have to Australia in schooling `suf®cient ueurce (Young bureaucracies society' Australian of understanding an yteery19sipoeet nrtninwr tl o ace by matched not still were retention in improvements 1990s early the By in focus primary the remain groups migrant of traits cultural ascribed the However, face they disadvantages massive the underlines refugees arrived newly into Research olWindle Joel ,18,p 254). p. 1983, al., et tal et ,19)adTrihbcgon students background Turkish and 1992) ., rwsmlrcnlsos(96 p. (1996, conclusions similar drew al. et ,18) n otne olaethe leave to tended so and 1980), al., et tal et cnweg) hsreasoning This acknowledge). . ,18) al reports Early 1983). al., et tal., et Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 ruao tepigt eocl optn au ytm thm n nbroader in 1971). and Wiseman, home & at Smolicz Inglis PekoÈz, systems 1993; KagitcËibasi, 1988; value psychological 1993; the competing (Hartley, and reconcile of society prejudice, to lack has of attempting levels, persistence generation the of educational second home, and trauma and the the opportunity status in in English socioeconomic of shock of low after structures modelling parents' an of in for the fairness identi®ed basis of the been potential success of The the test policies. Australia, a earlier in born becomes now generation students second background migrant many With generation second the the Shock: in After rare is investigations the students. preceding background that migrant the also on in and literature shown 1998), larger (Keceli, much migrants problem Turkish ongoing to an attention remains schools and parents Birrell conditions: siain n aiyspotwr bet opnaefrlnusi n social higher and linguistic that for concluding compensate 67), to of 10, able Certi®cate Australian were pp. & (Victorian support (Marks disadvantage. 2000, family Victoria VCE Research, and across completed 79% aspirations Educational of students for average NESB the Council greater Marks to of example as compared For 84% Education) students. such NESB that characteristics, for advantage have found group researchers aggregate report, an their shared following found time consistently from the migrant In of ambition. derived parental disadvantage, uneven, and albeit cultural motivation be progress, migrant scholastic might of the that assumption students, suggested the Meade of and criticism Martin their formulating In Advantage Ethnic the generation inherent on process second positions psychological a similar than in work change. from at generational Differences more started migrant is in who there 1988). that groups suggest Cope, ¯oor between factory school & of different (Kalantzis a experiences carry levels meaning educational parents' therefore educational social those period, with same the comparable the that not for generally remembered Australia were of of be origin of effects to countries the needs parents' escape in it can opportunities However, generation second (1995). the conditions that these suggests parents their to relation ulvn,tems nhsatcavct ftepwr fmtvto n ambition, and motivation of powers the of advocate enthusiastic most the Bullivant, rdmnnl rwn pi aiisweemtra iavnae and ix) are p. disadvantage, education, (1992, formal still material limited norm. often the are where and English, people limited families of young experience in family Australian up Turkish growing ¼ predominantly signi®cantly have so lives their may changed of people circumstances not Turkish material the the respects, of many experiences in daily changed have the of world lived the Although tal et tal et ru htteeuainlgon aeu ytescn eeainin generation second the by up made ground educational the that argue . aecnicnl rudfrteiprac fsocio-economic of importance the for argued convincingly have . h tnc(i)datg Debate (Dis)advantage Ethnic The 275 Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 276 00.Ti ugssteslec ffcosascae ihtehsoyo migration, of history the with associated factors of salience the suggests This 2000). EBadEBsuet 18,p.1910,adrcn aahv otne to continued have data Birrell Dobson recent 1994; 1996; 1986, and al., (Birrell, 109±110), groups between pp. variation wide (1983, show students ESB and NESB (Birrell upon relied vnuigteemaue,we EBi rkndw t oiieipc appears impact positive its down broken is Meade NESB certain. less when measures, these using Even for (Dis)aggregation scores such of importance the capture not opportunities. future does 1980), Research, Educational ak eoddfrasml f19 uks akrudsuet attending students background Turkish 1996 of 1). (Fig. sample schools a state Victorian for recorded most Ranks are a they where rarely areas is the university in that students concentrated. background highly suggests Turkish not it does for background, ®gure prospect this realistic by Although students 2003). between of Training, of ®gure and distinguish numbers state-wide of Education a 13% highest of to as compared (Department the little education, 60% higher as in with for participating account number schools enrolments total university the Melbourne but good, the look further students from in Turkish rates students Participation of between. distinguished social education not different are signi®cantly pathways on students economic set and university which combines sectors education or institutions, Year higher for vocational in `Asia' measured and participation as are Since birthplace such education. fathers' higher regions their in and on broad 12 based into issue' Africa' grouped North that & students (2000, `key East so children' for `Middle life non-migrant rates a better families for Participation a than 24). `migrant to as higher key p. much notes the is ethnicity as performance He education educational takes children's NESB. their their emphasise and Marks to have status tended example, have thesis migrant advantage For ethnic by an the these. participationÐde®ned of as rehearsals addressed data recent thesis and quantitative not (Cahill advantage 1988), longstanding of Cope, are ethnic validity students & of the Kalantzis the experiences the supporting of of measure interpretations Criticisms accurate investigation. the closer and demand ®gures the Thesis Both whose Advantage Ethnic students the of other Criticisms Some to migrant unfair on focus and the a unnecessary reduced. that Admitting further implies both be etc.). would work schools, competitiveness is their in students factors, value deleterious background academic some than and of rather of socially prejudice, existence counterbalancing de®nitions (class, as narrow students credit NESB culturally cultural disadvantage which perceive factors thesis, Bullivant, removing and this Birrell both However, promoting (1988). ethic' in success `ethnic the this termed has o atcpto nuieste susrrsn nlgto h o etayEntry Tertiary low the of light in unsurprising is universities in participation Low olWindle Joel ,19;Mrs&Asrla oni o dctoa Research, Educational for Council Australian & Marks 1996; al., et ,19;Meade 1995; al., et on rae aito ewe EBgop hnbetween than groups NESB between variation greater found al. et 2 h ln olo eeto,atog frequently although retention, of tool blunt The ,18;Wlim utainCuclfor Council Australian & Williams 1983; al., et ,19;Cahill 1995; al., et tal et ,1996; ., et Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 h ieo h efc'o tnct ssalt eim(S04) u rae hnta fgne,for gender, of that than greater but (ES=0.48), medium to test more small (Mann±Whitney is is difference ethnicity signi®cant students of a `effect' background the peers, Turkish of their intersecting size by of middle The that achieved the than score while lower average students, points of The 12 50% than score. middle median the the of shows scores of line range the show boxes shaded Explanation Source akr feuainlheacysc sdsiln,rset oelann and learning Latifoglu, rote 113; p. respect, 1991, Manderson, discipline, & continuing as the Inglis of 2003; to such existence Clyne, refer hierarchy (Donohoue the also homework educational and but hopes of motivation, high markers student realise to and (Inglis unable parent impediments being of of role frustration onwards strong 1990s early the the suf®cient from a indicate students as Turkish motivation of Studies ethnic characteristic. leaving overriding failure, or and success to contributing social obstacles subsequent and arrival of contexts conditions speci®c migrants. speci®c with of as the interplay trajectories their schooling, and climates of factors structures these have political and of `ethnic' outside or migrant meaning and NESB, uni®ed categories the no economic that suggest disparities groups Persistent within evolving `ethnicity'. and labelled between frequently is or what in variables background, differentiating cultural speci®c F IG ipitclnsbtenmtvto n ucs iudt nevnn rcse and processes intervening liquidate success and motivation between links Simplistic .Trir nr ak TR o uks n o-uks akrudsuet attending students background non-Turkish and Turkish for (TER) ranks entry Tertiary 1. . nulse aa dctoa ucmsSre 96 nvriyo Melbourne. of University 1996, Survey Outcomes Educational data, Unpublished : tdnsaerne nasaet 0,ue yuieste odtrieslcin The selection. determine to universities by used 100, to scale a on ranked are Students : tt col (non-Turkish schools state ,19;Ltfgu 01.I diin ou ntraditional on focus addition, In 2001). Latifoglu, 1992; al., et xml (0.034). example 60,Turkish n=6502, h tnc(i)datg Debate (Dis)advantage Ethnic The n=40). p =0.004). 277 Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 atcpto n ucmssrnl fetdb edr(otme De & (Bottomley gender by affected strongly Bottomley 1984; outcomes attainment, Lepervanche, directionality of patterns While and of debate. emerges the picture overall in participation an gender study, of to place study from the widely consider varies to pausing worth is It Gender as Affairs, described Ethnic been members Turkish and has family Immigration shift which amongst of This Dept. restricting household & 1983). policies Mackie but family 1984; culture (Bottomley, nuclear of migrate could 1998), not the (Machin, product of weak the be is predominance to migrants shown the been indeed has attainment of and on impact in¯uence alone The the structure performance. family and educational of on culture, structures and family prevailing structure and family historical between relationship the evaluating rpsdfrNS irn aiis(neaan sal nbo)(irl Seitz, & (Birrell bloc) en Meade usually 1988; again, (once Bullivant, families 1986; migrant 2003). NESB (Dooley, for succeed proposed do who students for poor to even lead experience may educational 1980), Relations, of Community quality for Commissioner the of Of®ce 2001; slds 96 on,18;Young 1985; Young, Inglis 1986; Tsolidis, 1988; Inglis, 1988; Hartley, 278 uks akrudsuet Fg ) oee,tepoesslaigt these to of the leading in proportions operate processes not may low data, the such with from however, inaccessible settings case 2), any in from are (Fig. which coming distinctions, students data background in Turkish performance and of structural indicator with relationship with complex relationship students' causal more a and a in factors. attitudes, in sitting material than sit These rather disadvantage, 1997). viewed, are educational Willis, they & how of Kenway perceptions also reinforcing thus (see performance, and differentiation behaviour female and male in differences perceived difference. difference cultural that impression rei®ed an a to demonstrate leading notice, escape and still stereotypes facto prejudice may and group students. prejudice roles, of given against attachment work a the restricted characteristics of to basis of Often social sets and (1986). which historical the in However, noted ways as has evoked occur are Tsolidis might stereotypes process as this how unhelpful, character- and these disadvantage is or which advantage under with institutional) associated are and istics (economic conditions the of analysis aiysrcueadchso sotnteol ikbtenmtvto n success and motivation between link only the often is cohesion and structure Family ogv neapeo o hscmlxt mre,gne per sastrong a as appears gender emerges, complexity this how of example an give To justify to roles gender `ethnic' of preconceptions use teachers some suggests Inglis an without groups migrant of characteristics cultural perceived the on focus A diinteasneo aiyntok evste nrtce from in unprotected ¼ them 117) support leaves p. 1984, female networks (Bottomley, desertion. family particularly or violence of support, domestic absence of kin the network where addition countries ready from come a who provide women migrant those for catastrophic srsosbefrdsrmnto,adta ehi'cntutoso gender of constructions `ethnic' that and discrimination, for responsible is olWindle Joel tal et tal et ,19;Myhill 1992; al., et ,18) ato ed ob hw nboth in shown be to needs Caution 1983). ., tal et ,19;Boks 95 Cahill 1985; Brookes, 1991; ., ,1980). ., ,19;Plsl 1997; Polesel, 1994; al., et tal et ,1996; ., ipso Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 etil e otercnetain ihohrlwicm anr,i ra ls to close areas in earners, income low other with concentration, success their to of led patterns certainly (Khoo the generation disturb second will where the quality areas of poor in members migrants older allegedly for SES of identi®ed low are of systems concentration school of interrogation the effects an to negative limited the been whether has class formation of of class discussion for site current a The as reproduction. institutions and educational and cultures speci®c Jakubowicz of 1984; interaction Meade in (Jakubowicz, debate divides 1986; the class Castles, in for early in & came stood migration difference mass of `ethnic' period which the to extent the about Discussions Culture and Class situations. social and pedagogical of range a in boys than ifrnei en Mn±hte test (Mann±Whitney means in difference Explanation Source nAsrla col ihhg rprin fTrihbcgon tdnssuggest students background girls Turkish background of Turkish ®eldwork proportions own that high my with from data schools preliminary Australian contrasting in Indeed, areas. other in way same nTRsoe E=.4)ecesteefcso edro h rae tdn apeand sample student broader the on gender of effects the exceeds (ES=0.543) scores TER on uks irns siain o oeonrhpadcmuiyrgopn have regrouping community and ownership home for aspirations migrants' Turkish F nulse aa dctoa ucmsSre 96 nvriyo Melbourne. of University 1996, Survey Outcomes Educational data, Unpublished : IG .Trir nr ak TR fTrihbcgon tdnsb edr( gender by students background Turkish of (TER) ranks entry Tertiary 2. . sprFg ,tesalsml iemksi i®utt ne ttsial signi®cant statistically a infer to dif®cult it makes size sample small the 1, Fig. per As : loecesta f`tnct'alone. `ethnicity' of that exceeds also ,18) u eentpiaiycnendwt the with concerned primarily not were but 1983), al., et nteecontexts these in p 005.Hwvr h ieo h efc'o gender of `effect' the of size the However, =0.065). h tnc(i)datg Debate (Dis)advantage Ethnic The xrs rae cdmccon®dence academic greater express ,2002). al., et n=43). 279 Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 mns xlntospcla oNS tdns(98 .55). p. (1988, students NESB count to success' peculiar educational of explanations culture amongst the structural and and culture and particular ethnicity family the education racism, of of context, non-commensurability culture, learning attributes working-class `language education', the ESB limited portend in of context, distinction aspects `certain a work while they distinct maintain that class: ways, between acknowledging complex relationship while Cope, in and and together of Kalantzis for. importance essentially unaccounted is relative is it factors The that is model. explanations, other cumulative The many 1983). a in Affairs, implicit Ethnic and and ethclass, Immigration with of problem Dept. & Mackie control 1964; a Gordon, 1987; as effect. Austudy consistent Using no two. shows the status 3), of NESB combination status, (Fig. a socio-economic even Survey for or or these status, Outcomes status NESB socio-economic of Educational either global to a 1996 combination achievement backgrounds pinpointing of language the the impossibility different the from of shows of taken implications students Austudy, the of receiving of comparison 2003) quick analysis Polesel, A socio-economic & policy non-Turkish (Teese characteristics. low little students differ, and NESB many exists of experiences Turkish proportions While there high why between have classrooms. also nor these outcomes, schools classroom, status sharing gender the students residential to in how background relation on on in light goes shed particularly what not do affects data polarisation Existing problematic. remains which economic of schools (Department state-wide graduating government 41% of to 2003). Victorian compared 8±14% Training, 2003, and only in the Education that university to show for it These made data students students. Turkish `Ontrack' most the accommodate in con®rmed 280 ev nutyweehuigi ha,btsrie r cre(eei 1998). will (Keceli, attend scarce children Hartley their are 2003; schools Clyne, services of (Donohoue type but potential the their cheap, that limit concern is parental housing shows Research where industry heavy F IG n rpsdslto oti ofso stecneto ehls'(Bullivant, `ethclass' of concept the is confusion this to solution proposed One deemed those and nature in cultural deemed factors between relationship The .Egihsuysoe oto 0 o eetdlnug akrud suet receiving (students backgrounds language selected for 50) of (out scores study English 3. . olWindle Joel Austudy). ,18) hi er are fears Their 1988). al., et Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 iny(AP Cmis 99.Cmisage httelnusi klsrequired skills linguistic the pro®- that language argues Cummins academic 1979). basic cognitive (Cummins, between (CALP) and distinguishes ciency (BICS) which communication. skills theory, written pro®ciency communication even language interpersonal or of project spoken, the simply is as This English to of suf®cient understanding are global 2003). Polesel, alone & resources Teese of 2000; these patterns (Teese, class-based that of shown time has established over attainment persistence been the in as it them mobility, provide educational has to of guarantee suf®cient length Nor been that have education, cases. clear are in less spent society all is time broader of it length and retrospect even education or In stay, experiences. of educational workings positive the to of crucial understanding strategic outcomes a market (Khoo labour and future' in and the educational education in on better them census of of for the promise from demands `holds (recorded scale) migrants linguistic four-point of a the children for on pro®ciency language comments spoken of some migration. with and class to ®nish relation to wish performance I high Class or and be Language also schools should students private well-placed of account. such of into effectiveness areasÐfor taken The af¯uent home. context in the schools in the be government English well spoken interventionsÐin may of lack culture, school the academic for general compensate their to with able combined English, of experiences spoken at in 25% ¯uency top English claim 1). the speak fewer (Table in although exclusively English migrants, were the families Turkish 1980s prevented Kong longer-resident late than not Hong the home more has by Importantly, results business), VCE 1987). and model powerful the whose (Chan, skilled in `ideal' children, example, (mainly academically their the for of migrants home, and of success Kong at preconditions Chinese Hong socially Speaking of the families. of case successful of in acquisition some absent be and (the may to dispositions) ways ends many and exist there level same knowledge fact, In minimum misleading. the is a success admits, for at achieve himself model Marjoribanks single exist as a However, of must effect. notion positive which the a have (1978), to start pro®ciency others English before as such factors, nybr in: born only father or Parents ogKong Hong Turkey T ABLE h utrladcgiieltrce eaddb colms esprtdfo a from separated be must school by demanded literacies cognitive and cultural The academic least at or pro®ciency, own parents' well-educated that argued be could It threshold other on contingent be may factors certain that suggests Marjoribanks .Egihpocec fscn eeainae 52 yprns rfte' birthplace father's or parents' by 15±24 aged generation second of pro®ciency English 1. pk nls only English Spoke thm (%) home at 44.3 1 ,20,p 4) ti la htmseyo English of mastery that clear is It 143). p. 2002, al., et 9.9 h eodGeneration Second The (Khoo ,20,p 51) p. 2002, al., et h tnc(i)datg Debate (Dis)advantage Ethnic The elvr el(%) well well/very pk English Spoke eotcnldsta ihlevels high that concludes report 54.1 87.9 r®in (%) pro®cient Total 98.4 97.8 281 Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 282 fe ihu ope nesadn fete colpoesso h s of use the or processes school either of understanding complex to a reduced without and often comparison stay. of of purposes length by the mediated for outcomes decontextualised slip and students ethnicity are of experiences realities they real social The as the describe. to to away purports relate it not populations and do ethnic/ diverse base, that the conceptual conclusions category of a brittle untenable a naturalised producing as than from risks the starts coherence such Rather position retain as `ethnicist' its The class. researchers stands. of it these social as because Australia, migrant diversity of the effect to measure effect to migration greater indicators consistent of improved a for more searching shows and construct, class the sociological positive. social with are that aggregated contrast as when concluding such in which researchers results, is achievement mixed ®nd educational This Bullivant on and `ethnicity' Khoo of Birrell, impact the testing In 2001). Foley, see review, a Conclusion (for level macro pay a increasingly dif®culty on ®nd USA policy but students, patterns, education the in¯uencing migrant in and working-class from of cognitive life lifeworlds coming the middle-class to inter-cultural Ethnographies both attention critical countries. of and many feature inter-linguistic a in be are systems to of that needs practices existence Attention and dispositions cultures. the `minority' to of from dif®culties children turned of migrants the success for business another the either for arrived or account students domination recently easily Anglo of not working-class form does struggling of one approach by context encountered This substitute the 32). to in p. others tended 1999, and has (May, Bourdieu work by this developed class, power adopted social of times as categories at well the has as and multiculturalism of cultures, `critical' some expectations though `ethnic' Even hidden between them. differences whose within to differences and according unevenly unscrutinised, fall relatively demands remained has which the in English speak they situationsÐif all. formal at in home them disadvantage will that with English combined and modelled, poorly (Cahill be language well another may migrants working-class by home the niomnsb aet h r hgl dctdadscal sue,adwho and astute', socially and educated (Cahill `highly tutoring are home use who extensively parents home well resourced by and been oriented have academically environments purposes in not `type' supported academic been may high and towards it styles, by directed cognitive while been and learnt often age, more English young have critique very The will orally, a 2003). a modelled from Rolstad, often from & students, emerged NESB (MacSwan status of has effects notion class (SLIC) The to Cummins. competence' of attending work instructional intercultural language the to `second relation in 1983) Heath, 1973; and and school, syntax of vocabulary, specialised outside and (2000). available conventions concepts easily discourse of not knowledge are a CALP require decontextualised more the for hl otxulyrc tde fTrihfmle atr oeo hs,te are they these, of some capture families Turkish of studies rich contextually While culture, academic from distance a students working-class other with share They ti ot,teeoe osdrn ls-ae igitcapoce (Bernstein, approaches linguistic class-based considering therefore, worth, is It olWindle Joel tal et ,19,p 9,o oeldo o-tnadvreyof variety non-standard a on modelled or 39), p. 1996, ., tal et ,19) ycnrs,teEgihlan in learnt English the contrast, By 1996). ., Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 B A References of areas limited from collected were Survey Outcomes Educational 1996 the from drawn Data Turkish of experiences school the 2. documenting research doctoral author's the draws paper This 1. mapping how can ethnicity and Notes all. and for why class education gender, of of as improvement and understanding the such to categories sound segregations contribute through sociologically the participation must in a of this patterns upon Ultimately, investigation sectors. based educational an between be background to and migrant within institutions operating of relegations educational representation strong in demonstrating students beyond look systems. must educational we by to made attention demands research differential future and of arrival of demand conditions migrants, speci®c business Australia's and students, of overseas professionals experiences fee-paying refugees, school skilled migrants, differing labour of vastly mix The heterogeneous category. current social a as `ethnicity' B B B B B B B B B B B ULLIVANT ULLIVANT ROOKES RAH OTTOMLEY OTTOMLEY OTTOMLEY IRRELL IRRELL IRRELL IRRELL ERNSTEIN KCË ELIK ihtegot fms eodr dcto hog otetet-rtcentury, twenty-®rst the to through education secondary mass of growth the With nlsssget rnso ocr,btcno eraiygnrlsdt h population. the to generalised readily The be distortion. cannot inevitable but in concern, resulting of density, trends migrant suggests high analysis of areas many excluding Victoria, France. and Australia in students background .(92 ifrne iest n ifrnito,i:J D J. in: differentiation, and diversity Difference, (1992) A. , () p 8±24. pp. 2(2), L R n h oiiso h omnt agae oeet n .B L. in: movement, languages community the of politics the and eitne hoyadcs studies case and theory resistance: h utainPplto Association, Population Australian the characteristics uub,Dp.o omnt evcs ebun,Victoria. Melbourne, Services, Community of Dept. suburbs, Unwin). Sde,Gog le Unwin). & Allen George (Sydney, utr,ethnicity culture, ofrneppr,2 uut19,RylMloreIsiueo Technology of Institute Melbourne Royal 1992, Society). August Friendship Australian-Turkish 29 papers, conference utr n Difference and Culture University National Australian the at conference a 1987 of April proceedings 22±23 Immigration: of Economics The EPERVANCHE ESEARCH . K R., , experience. Monash the ,R.&S entrance: tertiary for Competition (1994) R. , students background speaking non-English of achievement educational The (1986) R. , ,R.&A .(95 dctoa iavnaet uks il nMloresnorth-western Melbourne's in girls Turkish to disadvantage Educational (1985) A. , .(1973) B. , ..(98 h tncscesehccalne ovninlwso about wisdom conventional challenges ethic success ethnic The (1988) B.M. , (1987) B.M. , . D G., , B G. in: ,G.&D women, English-speaking Non (1984) G. , HOO EITZ USTRALIAN (1995) Cner,Asrla ot u.Service). Pub. Govt. Australian (Canberra, .E B & S.-E. , LEPERVANCHE E .(96 h yho tncieult nAsrla education. Australian in inequality ethnic of myth The (1986) A. , (Eds) NrhSde,Aln&Unwin). & Allen Sydney, (North E ls,CdsadControl and Codes Class, Cner,Asrla ot u.Srie utainNtoa University). National Australian Service, Pub. Govt. Australian (Canberra, L h tncEcutri h eodr col tnclua erdcinand reproduction ethnocultural School: Secondary the in Encounter Ethnic The EPERVANCHE h eodGnrto nAsrla dctoa n occupational and educational Australia: in Generation Second The Lno,Sage). (London, tnct,CasadGne nAustralia in Gender and Class Ethnicity, -T URKISH RA OF UREAU ..&M & M.M. , Lno n e ok amrPress). Falmer York, New and (London ..(1984) M.M. , F RIENDSHIP () p 52±74. pp. 3(1), I MMIGRATION Lno,Rulde&KgnPaul). Kegan & Routledge (London, ARTIN h tnc(i)datg Debate (Dis)advantage Ethnic The S OCIETY tnct,CasadGne nAustralia in Gender and Class Ethnicity, ..(1991) J.A. , ,M (1993) LIUTRLAND ULTICULTURAL ONALD uks ot nAustralia: in Youth Turkish Sde,Gog le & Allen George (Sydney, OTTOMLEY AKER nesxos edr class, gender, Intersexions: &A.R &P.M epeadPlace, and People ATTANSI ..D M.M. & P (Melbourne, ILLER OPULATION ora of Journal (Eds) (Eds) 283 E Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 H C 284 C H F D C E I D I H D D G D C H H I NGLIS NGLIS NGLIS OLEY LLEY UMMINS UMMINS HAN AHILL ORDON ONOHOUE OBSON OF EPARTMENT E OOLEY EATH ARTLEY ARTLEY ARTLEY ENRY L EMOS .(97 h dpain iestsato n cdmcaheeeto hns senior Chinese of achievement academic and satisfaction life adaptation, The (1987) H. , CmrdeadNwYr,CmrdeUiest Press). University Cambridge York, New and (Cambridge colsuet nMlore oahUiest,Melbourne. University, Monash Melbourne, in students school .TF S A.-T.F. & R Australia. in disadvantages immigrant 243. NwYr,Ofr nvriyPress). University Oxford York, (New schools. Melbourne. utlnulMatters). Multilingual matters. other 129. some and question age optimum minorities nvriy amgsa ot yrs(npress). (in Cyprus North Farmagusta, University, experience, 75±90. redhpSociety). Friendship dcto n Training). and Education akrudprosi ihreducation. higher in persons background dcto:agoa perspective global a Education: AND dctoa civmn fMgatCide:®a report ®nal Research). Children: Educational Migrant of Achievement Educational n coln nte1990s the in Schooling and oehn fMsl:euainlatimn n oiladeooi oiiyo Turkish of mobility economic and social and attainment people educational young Myself: Australian of Something O o ute:sm atr nunigdcsoswihehi aiismk bu hlrnsschooling children's about make families futures ethnic post-school which decisions and in¯uencing factors some Further: Lot ..H I.Z. uks omnt nAustralia in Community Turkish Australia in Community Turkish Publications). .(95 uswreso etes uks irto nMlore oahUniversity, Monash Melbourne, in migration Turkish settlers? or Guestworkers (1985) J. , .(01 eocpulzn tnct n dctoa civmn,i:NK S N.K. in: achievement, educational and ethnicity Reconceptualizing (2001) D. , .(98 uks aiis hi hlrnadeuain n .A R. ,C.&M in: education, and children their families, Turkish (1988) C. , . E C., , olWindle Joel ,M.&L ..(1983) S.B. , . G D., , ESEARCH GBU .(03 eocpulsn qiy eaoyfrCieesuet nAustralian in students Chinese for pedagogy equity: Reconceptualising (2003) K. , . B I., , ..(1964) M.M. , . M R., A A , R. in: R. state, the in: and families people, ¼, young Australia: further in up Growing lot (1993) R. a , go could They (1988) R. , .(2000) J. the , interdependence, linguistic pro®ciency, language Cognitive/academic (1979) J. , M ..&A & M.M. , (Eds) C OLOWINSKY IGRANT LLEY utainEuainlResearcher, Educational Australian LYNE IRRELL NwYr,Garland). York, (New INGARD UNDERT ANDERSON AAS &D rceig fteFrtItrainlEuainConference Education International First the of Proceedings E . M J., , ioiySau n coln:acmaaiesuyo mirn n involuntary and immigrant of study comparative a Schooling: and Status Minority UAINAND DUCATION OCIETY .(03 dctn h hlrno uks mirns h Australian the immigrants: Turkish of children the Educating (2003) I. , . V F., , E agae oe n eaoy iiga hlrni h cross®re the in children bilingual Pedagogy: and Power Language, P.OF EPT. ,R.&R aswt od:lnug,lf,adwr ncmuiisadclassrooms and communities in work and life, language, Words: with Ways UAIN& DUCATION .(92 utcluaim htrcadreality. and rhetoric Multiculturalism: (1982) R. , USTRALIAN . B A., , siiaini mrcnLf:terl frc,rlgo,adntoa origins national and religion, race, of role the Life: American in Assimilation ANDERSON &S.T .(91 uks mirnsi utai,i:MA G M.A. in: Australia, in immigrants Turkish (1991) L. , Mlore oenetPrinter). Government (Melbourne, ICTORIA (Eds) Cner,Asrla ot u.Service). Pub. Govt. Australian (Canberra, I MGAINAND MMIGRATION RA OF UREAU Cner,Asrla ot u.Service). Pub. Govt. Australian (Canberra, APSON OMLINSON uks ot nAustralia in Youth Turkish Mha,N,ElamAssociates). Erlbaum NJ, (Mahwah, C A T ,L.&O M USTRALIAN UCLFOR OUNCIL RAINING Mlore ATFS). (Melbourne, .(96 h atcpto fnon-English-speaking of participation The (1996) V. , INISTERIAL Mlore utainTrihFinsi Society Friendship Australian-Turkish (Melbourne, I MMIGRATION -C FC OF FFICE utainJunlo Education, of Journal Australian (2003) LARKE epeadPlace, and People 03,p.25±42. pp. 30(3), I SIUEOF NSTITUTE M E A DUCATIONAL ULTICULTURAL DVISORY okn aeso Bilingualism, on Papers Working nrc 2003 Ontrack M (Eds) ULTICULTURAL ,M Mlore utainCuclfor Council Australian (Melbourne, tnct,Rc n ainlt in Nationality and Race Ethnicity, LIUTRLAND ULTICULTURAL C F MITEON OMMITTEE Mlore Australian-Turkish (Melbourne, () p 46±54. pp. 4(1), AMILY R ESEARCH Mlore eatetof Department (Melbourne, A KC FFAIRS ËELIK S KCË ELIK e Education, New atr Mediterranean Eastern , A TUDIES FFAIRS (1975) &J.E (1996) M 22,p.223± pp. 32(2), &J.E (1988) ULTICULTURAL (1992) IBSON P 9 p 121± pp. 19, td fthe of Study LLEY Immigration OPULATION HIMAHARA (Clevedon, LLEY () pp. 4(2), etn a Getting Making KCË ELIK J.U. & (Eds) (Eds) , Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 J M M K K K M M K K K M M J L K K M M AKUBOWICZ AKUBOWICZ ATIFOGLU AGITCË IBASI NIGHT HOO ENWAY ECELI ECELI ALANTZIS ALANTZIS EADE AY ARTIN ARKS ARJORIBANKS ACSWAN ACKIE ACHIN .(99 rtclmliutrls n utrldfeec:aodn setaim n .M S. in: essentialism, avoiding difference: cultural and multiculturalism Critical (1999) S. , (Ed.) A T G.R. & Falmer). xlso,Lno colo Economics). of School London Exclusion, Falmer). eeainTrihmgat,Dprmn fLnug n nentoa tde,Royal Studies, International and Melbourne. Language Technology, of of Institute Department Melbourne migrants, Turkish generation oit Publications). Society eodr col atrstei,Uiest fMlore Melbourne. Melbourne, of University thesis, Master's school. secondary utainGv.Pb Service). Pub. Govt. Australian S,Aln&Unwin). & Allen NSW, achievement. iavnae debate. disadvantage' u ocpino agaepocec nlnug ioiyeuain n ..P C.B. in: education, minority language in pro®ciency language of conception our M uks Australians. Turkish eerho tnct n class. and ethnicity on research ouitrsos,i:SJ B S.J. in: response, populist Unwin). & Allen Lno n e ok Routledge). York, New and (London utainCnr o ouainRsac n h eateto mirto and Immigration of Department the and Canberra. Research Affairs, Population Indigenous and for Multicultural Centre Australian nteWlaeo ulmFmle:asuyo mirn uks n eaeemnadwomen 1982 and December men Lebanese Melbourne, and Turkish in immigrant living of study Service). families a their Families: Muslim and of Welfare the in atcpto nYa 2adHge dcto nAsrla rnsadissues and trends Australia: in Research). Education Educational Higher for Council and Australian 12 Vic., Year in Participation eotN.3(abra utainGv.Pb Service). country Pub. English-speaking Govt. an Australian in (Canberra, born of 3 were students No. parents migrant of whose Report study students comparative and a origin Students: non-English-speaking School High Sydney of Experience Educational H ..D M.M. E .E,M S.-E., , ..&A & G.N. , .(98 tnciett n onaymitnne td f®s n second and ®rst of study a maintenance: ,B.&C boundary and identity Ethnic (1998) B. , . D P., , LLEY USTRALIA ILLS ,F.&D . S J., , .. M J.I., , AY .(98 hlho iavnaeaditreeainllns n ..A A.B. in: links, intergenerational and disadvantage Childhood (1998) S. , ,J.&W ,J.&R ,M.&C ,M.&C .(01 h dctoa xeine fTrihbcgon tdnsi middle in students background Turkish of experiences educational The (2001) A. , (Eds) ,A.&C B G. in: neo-conservatism, and multiculturalism Ethnicity, (1984) A. , rtclMliutrls:rtikn utclua n niaiteducation antiracist and multicultural rethinking Multiculturalism: Critical ,C (Eds) (Eds) MITH P.OF EPT. 18)Trihmgat:vesfo h edn onr,i:R A R. in: country, sending the from views migrants: Turkish (1988) . Ë E .(98 tnct,fml niomn,sho tiue n academic and attitudes school environment, family Ethnicity, (1978) K. , UCKER C P.OF EPT. AHILL L ILLIS D EADE rtclMliutrls:rtikn utclua n niaiteducation antiracist and multicultural rethinking Multiculturalism: Critical (1979) OLSTAD EPERVANCHE xlso,Epomn n Opportunity and Employment Exclusion, ,R.&S ONALD utainJunlo Education, of Journal Australian uks omnt nAustralia in Community Turkish OPE OPE USTRALIAN E ASTLES .(1997) S. , .(98 dcto n nqaiy aesuyo second-generation of study case a inequality: and Education (1998) D. , . D P., , UAIN& DUCATION (Eds) .(98 h ene utclua dcto.Arve fte`ethnic the of review A education. multicultural need we Why (1988) B. , I .(99 utclua dcto:tasomn h antem n S. in: mainstream, the transforming education: Multicultural (1999) B. , MGAINAND MMIGRATION h dctoa xeineo ynyHg colStudents School High Sydney of Experience Educational The . G P., , .(03 igitcdvriy coln,adsca ls:rethinking class: social and schooling, diversity, Linguistic (2003) K. , ora fItrutrlStudies, Intercultural of Journal ACHS ora fItrutrlStudies, Intercultural of Journal .(96 h neetsbetvt fteaprnl betv in objective apparently the of subjectivity inherent The (1986) S. , oilnusis h seta readings essential the Sociolinguistics: P.OF EPT. .(90 eosrcighgmn:mliutrlplc n a and policy multicultural hegemony: Deconstructing (1990) J. , (Eds) IORGAS C nwrn ak il,by n eiimi schools in feminism and boys girls, Back: Answering UCLFOR OUNCIL ALL A AEYO THE OF CADEMY ora fItrutrlStudies, Intercultural of Journal tnct,CasadGne nAustralia in Gender and Class Ethnicity, E ,D.&B (Ed.) UAIN& DUCATION E THNIC ocutadEuain icpie n knowledge and disciplines Education: and Foucault IRRELL E DUCATIONAL h tnc(i)datg Debate (Dis)advantage Ethnic The 23,p.249±261. pp. 22(3), A Mlore utainTrihFriendship Australian-Turkish (Melbourne, FFAIRS S .(02 eodgnrto Australians, generation Second (2002) B. , OCIAL A AEYO THE OF CADEMY 92,p 207(1). p. 19(2), Lno,Cnr o nlsso Social of Analysis for Centre (London, () p 39±57. pp. 9(1), (1983) S Cner,Asrla ot Pub. Govt. Australian (Canberra, INE IN CIENCES Mle,M,Blackwell). MA, (Malden, R ESEARCH tutr,ClueadReligion and Culture Structure, () p 5±25. pp. 7(3), A S USTRALIA OCIAL (2000) Sde,George (Sydney, S Leonards, (St TKINSON (Camberwell, OTTOMLEY S KCË ELIK INE IN CIENCES (1983) (Canberra, atrsof Patterns (London, (London, AULSTON 285 &J. &J. The AY & , Downloaded By: [Ingenta Content Distribution] At: 07:01 11 October 2007 W S M 286 ou ntepouto fsca nqaiisa coladcntutoso social and of [email protected] constructions E-mail: taught Australia. and 3010, second school previously Victoria at Parkville, of inequalities has social experiences Joel of interests identity. his production school and France. the estate, housing on the and public focus French a researching Australia in research ethnographic currently in undertaken is University migrants the at He Education generation of Faculty Melbourne. the in tutor and of candidate PhD a is Windle Joel Contributor on Note T T S K MSJ Y W O T S Y P Y Y M P TURMAN MOLICZ OLESEL EKO OUNG OUNG OUNG OUNG SOLIDIS EESE EESE FC FTHE OF FFICE ILLIAMS ARRICK YHILL ISTILIS È Z ..P M.E. omte nMliutrladMgatEducation Migrant and Multicultural Victoria). on Committee utainhg school. high Australian R niiul,i:R A R. in: individuals, Naccme). ebun nvriyPress). University Melbourne eia ae,Cnr o irn n neclua tde,Mns University, Monash Studies, Intercultural and Migrant for Centre Melbourne. paper, Seminar oit Publications). Society u.Service). Pub. dcto nAustralia in education siiain dcto,Pr 1. Part education, assimilation, possibilities Cner,O®eo h omsinrfrCmuiyRltosAustralia). Relations Community for Commissioner the of Of®ce (Canberra, mlyeto uks n eaeeYouth Lebanese and Turkish of Employment Research). Australia in seventeen-year-olds Career: eteetPoeso h uks nOtrSbrso Melbourne of Suburbs Outer in Planners). Turkish Young the of Process Settlement ot nAustralia in Youth E eoto h re n tla ot mlyetStudy Employment Youth Italian and Greek Service). the of Report ..&P & R.V. , (2000) R.V. , ..(93 eodgnrto uks ot' iiga xeineadisefcson effects its and experience bilingual youth's Turkish Second-generation (1993) N.B. , olWindle Joel .. C C.M., , P C.M., , A R. in: Australia, in Turks of pro®le demographic changing The (1988) C.M. , in: expectations, and attitudes experience, Australia: in girls teenage Turkish (1985) C.M. , LLEY EYS ESEARCH .. H M.E., , .(97 edr tnct n ahmtc:teeprec fGekgrsi an in girls Greek of experience the mathematics: and ethnicity Gender, (1997) J. , .(96 etoigmts eodgnrto utainseuainlachievements. educational Australian's generation second myths: Destroying (1986) N. , ..&W & J.J. , .(1986) G. , .(2001) G. , .(1985) A. , ,T.&A Correspondence Y OOLE (Eds) OUNG C Sde,Hror rc Jovanovich). Brace Harcourt (Sydney, MISOE FOR OMMISSIONER (1994) OLESEL OX ERRIMAN ETTY ..D P.R. , USTRALIAN uks omnt nAustralia in Community Turkish cdmcScesadSca oe:eaiain n inequality and examinations Power: Social and Success Academic .. D D.R., , P ISEMAN h cdmcAheeet fLnug eteSuet taScnayCollege Secondary a at Students Centre Language of Achievements Academic The ANR & LANNERS mirn utain,EuainadteTasto oWork to Transition the and Education Australians, Immigrant . F M., , dctn ol:peae yGogn sldsfrMnseilAdvisory Ministerial for Tsolidis Georgina by prepared Voula: Educating Mlore utainTrihFinsi Society). Friendship Australian-Turkish (Melbourne, .(2003) J. , ujc n aerCoc fNS Youth NESB of Choice Career and Subject olWnl,Fclyo dcto,Uiest fMelbourne, of University Education, of Faculty Windle, Joel : KCË ELIK LACEY E .. M M.L., , Crtn i. ebun nvriyPress). University Melbourne Vic., (Carlton, .(91 uoenmgat n hi hlrn interaction, children: their and migrants European (1971) R. , dcto n Society, and Education C ALY AULKNER UCLFOR OUNCIL ,A.&D &A D ..R B.S. & C P.OF EPT. neortcShoig qiyadqaiyi assecondary mass in quality and equity Schooling: Undemocratic ULLIGAN OMMUNITY urel eiwo utainEducation, Australian of Review Quarterly USTRALIAN ,A.&D Hwhre i. utainCuclfrEducational for Council Australian Vic., (Hawthorne, P.OF EPT. ANDHAWA E ,D.&B I DUCATIONAL MGAINAND MMIGRATION Cner,Asrla ot u.Service). Pub. Govt. Australian (Canberra, R -T ELATIONS P.OF EPT. 52,p.37±47. pp. 15(2), I URKISH Mlore utainTrihFriendship Australian-Turkish (Melbourne, MGAINAND MMIGRATION RA OF UREAU (Eds) Mlore iityo Education of Ministry (Melbourne, R (1980) utai nTasto:clueadlife and culture Transition: in Australia F E ESEARCH RIENDSHIP DUCATION Cner,Asrla ot Pub. Govt. Australian (Canberra, I MGAINAND MMIGRATION E Sre il,Vc,MJKeys MSJ Vic., Hills, (Surrey uks omnt nVictoria in Community Turkish THNIC Cner,Asrla Govt. Australian (Canberra, (1980) E S THNIC (1980) OCIETY A FFAIRS 4(2). col ok and Work, School, A Crtn Vic., (Carlton, FFAIRS dcto and Education (Eds) P (1980) KCË ELIK OPULATION (Canberra, Turkish (1983) &J. The .