Abstract The school achievement and career aspirations of 23 sixth form students at a multi‐cultural urban academy in the UK are explored through interviews. The sample includes 16 s‐generation migrants, 6 UK‐born students with migrant parents and 1 UK‐born student, selected to represent a cohort of over 300 post‐16 learners. The aim is to better understand the educational success and upward mobility of G2 migrants, who are reported to outperform their native‐born peers, particularly in advanced economies. Using data drawn from a wider study, this paper finds that the participants' socio‐economic backgrounds, family values and schooling have in different ways contributed powerfully to their progress in a new country. The achievements of all 23 participants in public examinations and in securing university places confirm the idea that migrants, especially G2 migrants, do well in education despite many hindrances. Participants seem set for professional careers and upward mobility in relation to their parents. There are also signs the labour market is more open for recent migrants, despite persisting inequalities. The news for native students seems to be less encouraging, with growing inequality more powerful than school reform. The policy lesson is that there can be little progress with social mobility policy without serious efforts to close the gaps in society that hinder so many young people.
Barker et al. (Tue,) studied this question.