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Research Papers in Economics

DIW Economic Bulletin 5.2011 12
IntERvIEW 
Dr. Tucci, you have compared the careers of second- 1. 
generation migrants in France and Germany. Which 
nationalities did you take into consideration for your 
comparison? In Germany, we focused mainly on the 
children of migrants from Turkey and various Arab 
countries. In France, we were particularly interested in 
second-generation migrants from Sub-Saharan countries, 
in other words, countries south of the Sahel, and descen-
dants of North African migrants.
In which country do second-generation migrants have  2. 
better educational opportunities? Overall, we see that 
an academic path is much more accessible to them in 
France. There are more migrant children who take their 
school-leaving exam there. The situation is different 
in Germany. Here second-generation migrants find it 
considerably more difficult to get a good education 
and qualifications. So the education system in France 
seems to be more conducive to migrants managing to 
get into higher education. However, there is a typical 
educational trajectory there that ends with children 
leaving school early, and second-generation migrants 
are overrepresented here. Then it is very difficult for 
them to re-enter the school system. In Germany, on the 
other hand, it is easier to get a second chance of getting 
a proper education.
Where do second-generation migrants have better  3. 
access to the labor market? There is a tendency for 
second-generation migrants in both countries to end 
up in more precarious forms of employment. What we 
observe in France, unlike in Germany, is a typical course 
of unemployment. In France, 18 to 25-year-olds in parti-
cular are constantly alternating between unemployment 
and precarious work. In Germany, there is a better tran-
sition into the labor market. This is probably because of 
vocational training, which is valued higher in Germany. 
In France, on the other hand, vocational training is 
considerably undervalued. Consequently, young people 
in France who are sent on vocational training courses 
are often frustrated and even see this path as a form of 
punishment. In Germany, on the other hand, the dual 
system of vocational education and training is a good 
alternative to university studies.
 In what areas could the two countries learn from each  4. 
other? For example, France could learn from Germa-
ny with regard to improving the status of vocational 
training. This also includes the possibility of getting a 
second chance for those who don’t do so well at school 
first time round. Conversely, the free early education 
for children in France could serve as a good model for 
Germany too. In France, all children go to pre-school 
at the age of three, which is particularly important for 
second-generation migrants. In addition, all French child-
ren follow the same educational pathway up until the 
age of 15. In Germany, they follow different trajectories 
at an earlier age, which may be one reason why the 
children of migrants in particular don’t manage to take 
their school-leaving exams as often.
What did you learn from the interviews with young  5. 
people? On the one hand, we discovered that social 
networks play an important role, especially if young 
adults receive help from a teacher, mentor or family 
friend in the course of their education. This increases 
their motivation and belief in their own abilities. On the 
other hand, we observe that it has a very positive effect 
if young people growing up in deprived areas also have 
experiences outside their “neighborhood,” and get to 
know another world.
Dr. Ingrid Tucci, Research Associate of the 
longitudinal Socio-Economic Panel Study 
(SOEP) at DIW Berlin
FIVE QUESTIONS TO INGRID TUCCI
»  At Least in Germany People Get  
a Second Chance«DIW Economic Bulletin 5.2011
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Volume 1, No 5 
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At Least in Germany People Get a Second Chance: Five Questions to Ingrid Tucci

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At Least in Germany People Get a Second Chance: Five Questions to Ingrid Tucci

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