Akademik Veri Yönetim Sistemi
Comparative Migration Studies, cilt.13, sa.1, 2025 (SSCI, Scopus)
Currently, German schools are attended by third- and even fourth-generation descendants of Turkish-origin workers who arrived as guests in the 1960s. The experiences of Turkish-origin families can provide valuable insights into Germany’s success in integrating families with migration biographies into the education system and supporting them across generations. This study compares the effectiveness of the German education system in involving and empowering first and second-generation Turkish-origin parents in educational matters, aiming to guide future research and improvements. The study involved 11 parents and six teachers. The interview results showed that first-generation parents were less involved in education processes due to language barriers, felt isolated because of cultural differences, and perceived that teachers and the education system were not sufficiently inclusive in the past. In contrast, the second generation was able to foster closer relationships with the school and participate more actively in education through teacher and parent organisations. Although immigrant parents today have overcome language barriers, they still require support in pedagogical matters. It is recommended that school administrations, teachers, and civil society organisations carry out empowering activities for parents.