Abstract

In this chapter we will analyze some “objectively” observed cultural practices of young Turkish immigrant women. We complement this “etic” perspective with the “emic” point of view, in which ethnic identity plays a central role. A certain number of “successful” young women studying at Belgian elite schools, where the number of immigrant children is kept low, constitute the first target group. The other group consists of “underachieving” secondary school students of so-called concentration schools, where only a few autochthon children enroll. Our research clearly shows that there is no homogeneous Turkish immigrant culture to be found. The same applies to the content of ethnicity: “imported” regionally and religiously defined ethnic groups are thriving within the Turkish immigrant community. “Objective” cultural differences cross the “imported” regional and religious boundaries. “Objective” culture and ethnicity appear to be functionally independent. Only vis-à-vis non-Turkish outsiders is national Turkish identity displayed. Internal ethnic divisions are not relevant in facing aliens. It is ironic that the graduates of the elite schools who fit very well into Belgian social life, look forward to marrying a sophisticated husband in Turkey and to returning to their parents' country of origin, while the “dropouts” of the concentration schools, who have not been attuned to Belgian life and who cocoon themselves in the Turkish community, consider a return to Turkey to be impossible. The country of origin of their parents is perceived as “too different”.

Citation

Timmerman, C. Cultural practices and ethnicity: Diversifications among Turkish young women. International Journal of Educational Research, 23(1), 23-32. Elsevier Ltd. Retrieved August 5, 2024 from https://www.learntechlib.org/p/203652/.