Ethnic composition and school performance in the secondary education of turkish migrant students in seven countries and 19 european eudcational systems

G-J.M. Veerman, J. Dronkers

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This article examines the effect of the ethnic composition on school performances in secondary education for Turkish students, using both cross-national and Swiss national PISA 2009 data. At school level our results show no effect of the proportion of natives or the proportion of coethnics and a negative association between ethnic diversity (we employ a residualized score of diversity on the proportion of migrants) and math performances. Consequently, we find no evidence for social capital advantages and an indication of barriers. Finally, we find no association between social capital variables on national or educational system level and math performance.
Original languageEnglish
Pages (from-to)537-567
Number of pages31
JournalInternational Migration Review
Volume50
Issue number3
Early online date19 May 2015
DOIs
Publication statusPublished - 2016

Keywords

  • CANTONAL VARIATIONS
  • INTEGRATION POLICY
  • IMMIGRANT CHILDREN
  • 2ND-GENERATION
  • ACHIEVEMENT
  • ORIGIN
  • NETHERLANDS
  • ATTAINMENT
  • INEQUALITY
  • NETWORKS

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