Educational performance of native and immigrant children from various countries of origin

Levels, Mark; Dronkers, Jaap

doi:10.1080/01419870701682238

Cited by 126 publications

(76 citation statements)

References 13 publications

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“…Put another way, we expect that immigrants will feel less attached to a country in which various kinds of 'symbolic boundaries' (Lamont and Molnar 2002) are raised against them. One such boundary is anti-immigrant prejudice expressed by the non-immigrant population, with the straightforward expectation that immigrants will feel less attached to a society where such attitudes prevail.…”

Section: Ethnic and Racial Studies 2495mentioning

confidence: 98%

Host-country patriotism among European immigrants: a comparative study of its individual and societal roots

Reeskens¹,

Wright²

2013

Ethnic and Racial Studies

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While research has traditionally focused on first-and second-generation immigrants' socio-economic incorporation and to a lesser extent on their cultural and political integration, we analyse their affective attachment to the host country. Specifically, we assess: (1) the extent to which immigrants appear more or less 'patriotic' than nonimmigrants;(2) what individual-level characteristics lead immigrants to greater (or lesser) attachment and; (3) whether cross-national differences in affective feelings towards the host country can be explained by relevant contextual characteristics. Analysing the 2008 wave of the European Values Study, we arrive at the conclusion that immigrants are not disaffected in terms of national pride, and that their own attachment is largely a function of the community in which they find themselves.

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Section: Ethnic and Racial Studies 2495mentioning

confidence: 98%

Host-country patriotism among European immigrants: a comparative study of its individual and societal roots

Reeskens¹,

Wright²

2013

Ethnic and Racial Studies

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“…Portes and MacLeod (1996) found for the United States that different migrant groups can present different advantages or disadvantages and that these effects remain after controlling for the socio-economic background. Levels and Dronkers (2008) showed that the immigrants' origins can have divergent impacts in different host countries. In contrast, Kristen and Granato (2007) observed in Germany that the socio-economic background removes the negative effect of origin.…”

Section: Comparing Compositional Effects In Education Systems 177mentioning

confidence: 99%

Comparing Compositional Effects in Two Education Systems: The Case of the Belgian Communities

Danhier

Martin

2014

British Journal of Educational Studies

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The Belgian educational field includes separate educational systems reflecting the division of the country into linguistic communities. Even if the French-speaking and the Dutch-speaking communities keep sharing important similarities in terms of funding rules and structures, they present a huge gap between their respective pupils' achievement. The Belgian educational systems are then characterized by high levels of segregation; this paper aims to model the potential differential effect of school composition on pupils' achievement. Multilevel models are consequently tested on the Programme for International Student Assessment 2009 data (7184 respondents in 236 schools). Our results suggest that the position of pupils in the educational system still has a deep influence in a system that functions as a quasi-market and where grade repetition and tracking are widely used. Our analysis also confirms that academic and socio-economic compositions have an extra negative effect on pupils' achievement.

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“…The relatively well-developed literature on education and labour market outcomes of immigrants in Western societies show that ethnic disadvantages persist even amongst the second generation born and grew up in a host society (Heath et al 2008). Apart from parental socioeconomic background which substantially explain ethnic inequalities (Levels and Dronkers 2008;Marks 2005), immigrant parents might also lack of fluency in host country language (Chiswick et al 2005;Dustmann and Fabbri 2003;van de Werfhorst and van Tubergen 2007) and knowledge in host country educational and labour market systems (Kristen 2008) which are crucial in socioeconomic achievement. Even though some immigrant parents are rich in socioeconomic resources in their country of origins, migration could disrupt intergenerational transfer of human, cultural and social capital between parents and children (Clark et al 2009).…”

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

Is it (Dis)Advantageous to Have Mixed Parentage? Exploring Education & Work Characteristics of Children of Interethnic Unions in Britain

Muttarak

2013

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in AbstractExtant studies commonly claim that mixed ethnic children face difficulties in affiliating with either of the parental ethnic group, which consequently negatively affects their identity development. However, the majority of the existing literature is based on clinical evidence of small highly self-selected samples of those seeking psychological assistance. This paper aims to investigate the socioeconomic outcomes of mixed ethnic children using the Office for National Statistics Longitudinal Study data (N=35,302) which is a nationally representative 1% sample of the population in England and Wales. We hypothesise that an interethnic union between one immigrant parent and one parent from a majority population could promote integration of an offspring. Here educational attainment and employment status are used as indicators of socioeconomic integration. Logistic regression is employed to estimate the probabilities of having a degree qualification and being in employment of mixed ethnic individuals comparing to children of two ethnic minority parents and native children of two native white parents.Controlling for parental demographic and socio-economic characteristics as well as neighbourhood characteristics, the results suggest that having one native white parent bring children of immigrants closer to the characteristics of the majority population, signalling better integration of children with mixed parentage compared to their counterparts whose both parents are from minority ethnic group.

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Educational performance of native and immigrant children from various countries of origin

Cited by 126 publications

References 13 publications

Host-country patriotism among European immigrants: a comparative study of its individual and societal roots

Host-country patriotism among European immigrants: a comparative study of its individual and societal roots

Comparing Compositional Effects in Two Education Systems: The Case of the Belgian Communities

Is it (Dis)Advantageous to Have Mixed Parentage? Exploring Education & Work Characteristics of Children of Interethnic Unions in Britain

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