Maahanmuuttajataustaisten nuorten toisen asteen koulutusvalinnat

Abstract

Maahanmuuttajataustaisten nuorten kouluttautuminen on koulutuspolitiikan kes-keisiä kysymyksiä. Opintojen tukeminen, keskeyttämisen ehkäiseminen ja ammatil-listen polkujen löytäminen edellyttävät maahanmuuttotaustaisten nuorten tilanteen tuntemista. Artikkelissa tarkastellaan, minkälaisin orientaatioin, asentein ja koke-muksin maahanmuuttajataustaiset nuoret tekevät koulutusvalintojaan

Educational transitions can be challenging for immigrant-origin youths. Learning and language difficulties often result in failures in these transitions and in weak attachment to upper secondary education. This article compares pupils of immigrant origin (at least one parent born abroad, n = 161) with pupils of Finnish origin (n = 280) in their 9th and final year of compulsory schooling. Using quantitative methods, we analyse the intertwining of (i) upper secondary expectations, (ii) goal orientations, aspirations and difficulties in schooling, and (iii) family background factors (e.g. immigrant background and parental education level). We found that immigrant-origin youths shared positive aspirations and were often learning and achievement oriented. At the same time, they reported multifaceteddifficultiesintheirstudies.Despitethis seemingly contradictory relationship, the pupils’ expectations and aspirations were quite similar: when Helsinki: University of Helsinki. Department of Teacher Education. Research report 360, 2014. Valtiontalouden tarkastusvirasto: Maahanmuuttajaop- pilaat ja perusopetuksen tuloksellisuus. Tuloksel- lisuustarkastuskertomus. Valtiontalouden tarkas- tusviraston tarkastuskertomukset 12/2015, 2015. http://www.vtv.fi/files/4801/12_2015_Maahan- muuttajaoppilaat_ja_perusopetuksen_tulokselli- suus.pdf. (Luettu 26.10.2015.) Walther, Andreas: Regimes of youth transitions. Choice, flexibility and security in young people’s experiences across different socio-economic factors, goal orientations and study difficulties were controlled for, immigrant origin did not explain the differences in post-compulsory plans. In effect, the logistic regression model revealed that especially the family educational level explained the choice between (academic) general upper secondary and vocational upper secondary education in largely the same way among both groups. Individual goal orientations and study difficulties influenced upper secondary choices only among Finnish-origin youths, whereas immigrant-origin youths more often reflected their choice with the wider social group (parents, siblings, relatives). Based on these results we conclude that immigrant- origin youths make their educational choices in more complex and multifaceted combinations of individual orientations, aspirations and expectations, but also study difficulties when compared with Finnish- origin youths. This multifaceted mix of attitudes and experiences requires more holistic and individual recognition during the transition from comprehensive school to upper secondary education.