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The Integration of the European Second Generation in Frankfurt and Berlin (TIES Germany) - full version

Version
1.0.0
Resource Type
Dataset
Creator
  • Pott, Andreas (Osnabrück University)
Publication Date
2014-04-17
Contributor
  • GfK (Data Collector)
Language
German
Classification
  • ZA:
    • Society, Culture
  • CESSDA Topic Classification:
    • Migration
Description
  • Abstract

    TIES Germany is part of an international survey, conducted in 8 countries (Belgium, Germany, Sweden, Switzerland, Netherlands, France, Spain and Austria). It is about children of immigrants from Turkey, Yugoslavia and Morocco. Personal details; educational biography; labour market and occupational biography; biography of partner and parents; housing and neighbourhood; social relations and political participation; gender roles and child care; identity, language and transnationalism; religion and religiosity; income. Topics: 1. Personal details: moved out of parents household; age at the time of moving; reason for moving; number and age of siblings; number of children that live elsewhere; German citizenship; German citizenship by birth; year of receipt the German citizenship; allegiance to other nations; intention to achieve the German citizenship within the next two years; reasons for no intention; other citizenship; received that citizenship by ancestry, marriage or naturalization. 2. Educational biography: age at first school experience (including pre-school and kindergarten); attendance of pre-school or kindergarten and its duration; kind of most important primary school; reason for attending that primary school; number of children of immigrant origin at that primary school; ever changed schools in primary school; ever repeated a grade or class in primary school; ever interrupted primary school in Germany to go abroad for a period of more than three months; age of leaving primary school; teacher’s recommendation at the end of primary school; recommended and actually entered kind of school; country specific level at which entered secondary school; still attending that school or level; completed that school or level and obtained a diploma or certificate; reason for quitting; age when completed or left the school; teacher’s recommendation for another education at the end of that school level; level or school attended next; returned to attend school again later in life; still attending that school or school level; completed that school or level and obtained a diploma or certificate; age of leaving that school; highest school level completed with a diploma; continued beyond that level and why; field or domain of highest qualification or current study; ever changed schools in secondary school; ever interrupted going to secondary school in Germany to go abroad for a period of more than three months; grade when interrupted; type of most important secondary school; number of children of immigrant origin at that secondary school, reason for attending that school; ever went to a remedial teacher during secondary school; ever had homework guidance during secondary school; got along with most teachers; got along with most classmates; most teachers really listened to what one had to say; when one needed extra help, one would receive it from teachers; quiet place at home to do homework during secondary school; number of books at home; siblings with a school diploma or certificate; highest diploma or certificate obtained by sibling(s); older and/or younger siblings who have left secondary school without diploma or certificate; close friends in secondary school who left without diploma or certificate; importance of mother, father, elder siblings, peers, teachers for support during secondary school; during secondary school: parents controlled time spent on homework, helped doing homework, made one do household chores or look after siblings, talked about school or studies with parents, parents met or talked to teachers; times an older sibling helped with the homework, talked about ones school or study with an older sibling; feeling of social acceptance in comparison to students of German origin during secondary school; experience of hostility or unfair treatment because of origin or background from students, teachers, principal, supervisor or headmaster; satisfaction with the achieved level of education; evaluating equal opportunities offered by German school system. 3. Labour market and occupational biography: current occupational situation; name or title of main job; kind of work (ISCO); year since working in that job; sector of the organization or company; kind and location of organization; number of working hours; kind of working agreement; supervising others; number of employees working in the business; current job; job and educational level correspondence; promotion in current job; number of (full-time) jobs before the current one; main reason for leaving first job; name or title of first job or position in one’s business; year of starting first job; first job tenure; sector of organization; kind and size of organization; working hours per week; kind of employment; supervised others; way of finding the first job e.g. application; job and educational level correspondence; on the job training; promotion in first job; present job is first job; (full-time) jobs before current job; difficulty of finding a good job for people of Turkish, Yugoslavian and Moroccan origin; experienced hostility or unfair treatment because of one’s origin when looking for a job or at current workplace; perpetrator of hostility or unfair treatment; months of transition from school to work; situation during transition period; without paid work since leaving school; career as expected so far; future plans concerning working career; currently looking for work; strategy to find work; ever had a paid job; months of unemployment since last paid job; name or title of last job or position in one’s last business; job characteristics as above; future plans concerning career; number of jobs before last job. 4. Biography of partner: year and month of starting to live in one household; circumstances of first encounter with current partner; partner’s country of birth; partner’s year of immigration; birthplace of partner’s parents; partner’s parents always lived in Germany; partner’s nationality; country partner went to school in; highest school level partner has attended; highest qualification, diploma or certificate partner has obtained; partner’s occupational situation; partner’s religion; year and month of civil marriage; degree of kinship with partner; family pressure to renounce or encourage the marriage; willingness to marry; past marriages or living together as a couple with someone before; beginning of living together with last partner; age of partner at that time; last partner is current partner or time of ending past relationship; characteristics of last and first partner as above. 5. Biography of parents: parent’s country of origin; country parents were raised in up to age 15; providence parents mostly lived in up to age 15; degree of urbanization of place parents mostly lived that period of their life’s; parents still alive or year of death; parent’s current place of living; parent’s current occupational situation (ISCO); name or title of parent’s (past) position; parent’s age when first came to live in Germany; main reason of migration; parent’s job and position before migrating; parents marital status; years of parent’s marriage; parents always stayed together; year of parent’s divorce; highest level of school parent’s attended; parents successfully finished that level; parent’s knowledge of the German language concerning speaking, reading and writing; language(s) parents were raised in; German citizenship. 6. Housing and neighbourhood: year of moving into current housing; owner of current housing; construction date of the building; number of floors, rooms; country, city and neighbourhood respondent lived in from age 12 to 16; rating of current neighbourhood; real and preferred amount of people of German origin; attachment to neighbourhood; satisfaction with the neighbourhood; description of neighbourhood regarding vandalism, good schools, contact to neighbours, trash on the streets, crime, change in quality of life because of neighbourhood, anonymity, responsibility for the quality of life within neighbourhood; preferred kind of neighbourhood to live in. 7. Social relations and political participation: ethnic background of the three closest friends during secondary school and share of German friends; ethnic background of the current three closest friends; school level those friends finished with a diploma; current share of German friends; relatives living in the city or elsewhere in Germany; relatives living in other European countries; frequency of meeting most seen relatives; participation in activities of selected organizations; organization’s orientation towards Turkish, Yugoslavian or Moroccan communities in Germany; ever experienced hostility or unfair treatment because of origin or background as a child or later in life; experienced hostility or unfair treatment because of origin or background in neighbourhood, cafes, restaurants or encounters with the police; assumed reason(s) for that hostility or unfair treatment; frequency of confrontation with offensive words because of origin or background; offenders origin; estimation of hostility or unfair treatment because of origin or background of chosen groups in Germany; frequency of hostility or unfair treatment because of origin or background against people of Turkish, Moroccan and ex-Yugoslav origin in Germany: at school, at workplace, while looking for work, when going out to dance, in cafés or restaurants, in the neighbourhood, in encounters with the police; political party respondent voted for in the last municipal election; self-reporting on political scale from left to right. 8. Gender roles and child care: pre-school children’s caretaker during working days; general caretaker of children, routine household chores, cooking, financial matters, earning money; satisfaction with division of household chores; preferred division of caretaking tasks; opinion on gender roles: women’s work and family balance, women in leading positions, importance of education for women; respondent’s and his or her partner’s working status before and after the first child was born. 9. Identity, language and transnationalism: sense of belonging to certain groups (Germans, inhabitant of Berlin or Frankfurt, European, Christian, Muslim, Jude, Orthodox; Albanian, Bosnian, i.a.); description of the relationship between people of Germen origin and people of Turkish, Moroccan and ex-Yugoslav origin in Berlin or Frankfurt; change of that relationship within the last years; people of different origin living together in Frankfurt or Berlin threatens or enriches its culture and/or economy; evaluation of the variety of different origins in Frankfurt or Berlin; attitudes towards integration (scale); language skills: speaking, reading and writing; common language with siblings, parents, friends and partner; TV stations watched; purpose of internet usage; number of visits to the country of birth of parents within the last five years; reason(s) for visit(s); remittances to the country of birth of parents during the last five years and approximate amount per year; investments into businesses or properties in the country of birth of parents within the past five years and approximate amount; intention to live in the country of birth of parents in the future for one year or longer. 10. Religion and religiosity: religious education and confession; attendance of Koran, Catechism, Talmud or Torah lessons; parent’s religious habits during respondent’s childhood: times visiting a mosque or attending other religious services; times fasted during the last Ramazan, Ramadan or period of fasting; eating halal food; frequency of doing prayers; frequency of visiting a mosque, church or synagogue; religious identity (scale); opinion about the role of religion in society; opinion on banning all religious symbols from German schools; opinion on Islamic women covering their heads outside the house; female respondent wears a headscarf outside the house; male respondent’s partner wears one; single male respondent wants his future partner to do it; reasons for and against wearing a headscarf. 11. Income: respondent’s and partner’s net monthly income from employment; respondent or partner receiving some sort of benefits; type of benefits; monthly amount of received benefits; respondent and partner having a loan for housing, a car or other consumption purposes; financial situation. 12. Self-administered questionnaire: psychological self-characterization; goal orientation and problem-solving competence; frequency of conflicts about certain topics with parents at age 17; sympathy for Germans, Turks, Moroccans/ ex-Yugoslavs, Muslims, Christians, Blacks; approval of sexual relations before marriage and abortion for medical and non-medical reasons; attitude towards application of law against racist acts and propaganda; attitudes towards applicants of immigrant origin with the same qualifications in the job market; opinion on teaching the principles of tolerance and civic morality in school; opinion on improving knowledge of German language of immigrants and their children; attitudes towards teaching people of immigrant origin in Germany in the language and culture of their country of origin; attitudes towards dual citizenship; willingness to send own children to a school where more than 50% of the pupils are of migrant origin; participate in events with a lot of Turkish, Moroccan or ex-Yugoslav origin youth; current and past relationship status; circumstances of meeting current or last partner; respondent’s and partner’s age at first encounter; country partner currently lives in; current partner’s country of birth and nationality; parent’s (dis)approval of the relationship and reason; age at first sexual encounter; age of partner at first mutual sexual intercourse; feelings about that first sexual intercourse; usage of contraception. Demography: age; gender; country of origin of respondent and all other members of the household; relationship to respondent; position of respondent and all members of the household within the household; size of household. Interviewer rating: duration of the interview; difficulty to obtain co-operation for the interview; presence of other persons (partner, parents, parents in law, children, siblings, i.a.) during the interview; person who answered questions about respondent’s partner; co-operation of respondent; extend to which respondent understood questions; disturbance during the interview; special circumstances or events in the life of the respondent that influenced the interview; religious symbols in respondent´s home; respondent wears religious symbols; condition of the building respondent lives in. Additionally coded were: country (ISO-Code DE); respondent’s ID and ID matched with code of respondent’s ethnic group; treatment group; city (Frankfurt, Berlin); remarks and comments of respondent about the interview; coding of respondent’s profession (ISCO 1988); ISEI code of current, last and first profession; code of education (ISCED 97); EduCodes TIES; flag variable for problematic or implausible values of educational degree; adjusted values for those statements of education. Further addition: selection of respondent for follow-up-interview.
Temporal Coverage
  • 2007
Geographic Coverage
  • Berlin (DE-BE)
  • Frankfurt am Main (DE-HE-FRA)
Sampled Universe
18 to 35 year old residents of Berlin and Frankfurt with a Turkish or Jugoslav migration background.
Sampling
Random sample of migrants from the registration office and a control group of the same age but without a migration background. Migrants were identified via a linguistic analysis of the (sur)names within the register of residents. Because the size of the first survey was not large enough a second one was conducted. The interviewers than used the snowball system to recruit further participants. For further details of the applied procedure please see the report.
Collection Mode
  • Face-to-face interview: CAPI (Computer Assisted Personal Interview) and Self-administered Questionnaire: Paper
Data and File Information
  • Unit Type: Individual
    Number of Units: 1412
    Number of Variables: 1329
Note
TIES is an international survey in eight countries, about the children of immigrants from Turkey, Ex-Yugoslavia and Morocco. Similar questions, partly matched to the national context, have been asked via the international questionnaire. This procedure not only allows the analysis of German data but the comparison of international data sets. Every national data set includes variables that make those comparisons possible. In the German data set those variables end with the addition _comp. They may be extracted from the German data set and matched with other _comp variables extracted from other national TIES data sets. The variable COUNTRY_comp contains the country code to identify each surveyed country. This survey is provided in two versions. This version (ZA5317) is the complete one, ZA5616 is a reduced one. The complete version may only be analysed at the Secure Data Center at Gesis.
Availability
Delivery
C - Data and documents are only released for academic research and teaching after the data depositor’s written authorization. For this purpose the Data Archive obtains a written permission with specification of the user and the analysis intention.
Rights
All metadata from GESIS DBK are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication. However, GESIS requests that you actively acknowledge and give attribution to all metadata sources, such as the data providers and any data aggregators, including GESIS. For further information see https://dbk.gesis.org/dbksearch/guidelines.asp
Alternative Identifiers
  • ZA5317 (Type: ZA-No.)
  • 1 (Type: VerbundFDB)
Publications
  • Sürig, Inken; Wilmes, Maren: The Integration of the Second Generation in Germany. Amsterdam: Amsterdam University Press 2015.
  • Sürig, Inken; Wilmes, Maren: Die Integration der zweiten Generation in Deutschland. Ergebnisse der TIES-Studie zur türkischen und jugoslawischen Einwanderung Osnabrück: IMIS-Beiträge, H. 39, S. 5-211, 2011.

Update Metadata: 2019-04-06 | Issue Number: 10 | Registration Date: 2014-04-17

Pott, Andreas (2014): Die Integration der europäischen zweiten Generation in Frankfurt und Berlin (TIES Germany) - Vollversion. Version: 1.0.0. GESIS Datenarchiv. Dataset. https://doi.org/10.4232/1.11896