This thesis investigates the educational and employment outcomes of various ethnic groups and migrant generations in Germany, focusing on how socioeconomic status (SES), family background, and generational status influence integration trajectories. Drawing from classical, new, and segmented assimilation theories, the study examines whether generational mobility aligns with expectations of socioeconomic integration. Using probit regression models, the analysis reveals significant heterogeneity across groups. First-generation immigrants with a higher immigration age show increased likelihood of low educational outcomes, while younger arrivals achieve higher education levels. Gender disparities persist, with women more likely to attain lower educational levels, though SES and family background partly attenuate these gaps. Al- though SES explains many disparities, residual gaps remain, especially for Turkish and Middle Eastern groups who were born in Germany, suggesting possible differential treatment or structural obstacles, such as language barri- ers and limited network access. While intergenerational improvements are evident, persistent gaps highlight the need for targeted policies, including early- childhood education, language assistance, and SES-focused support, to foster equitable integration pathways.
