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By drawing on comparative analyses of successful second-generation Turks from disadvantaged family backgrounds in France and the Netherlands, this article examines pathways and mechanisms that lead to educational success against the backdrop of structural and familial disadvantages. We foreground the experiences and practices of successful second-generation Turks in both countries and demonstrate the importance of institutional arrangements and their interactions with individual resources todoi:10.3402/edui.v4i1.22065 fatcat:cl3msgtq2zhkfpoebzbrrdrmcy