Immigrant background peer effects in Italian schools

Contini, Dalit

doi:10.1016/j.ssresearch.2013.02.003

Cited by 52 publications

(36 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On the other hand, many studies have found either no (Cebolla-Boado and Garrido Medina, 2011 ; Agirdag et al, 2012 ) or even negative effects (Stanat, 2006 ; Verwiebe, 2013 ) of higher proportions of migrants in the classroom or in the school on all students' performance. However, the majority of past research revealed a negative effect of the proportion of migrants on academic outcomes for specific migrant groups (Westerbeek, 1999 ; Fekjær and Birkelund, 2007 ; Contini, 2013 ). Drawing on the findings of negative composition effects on performance of migrants, we postulate that an increase in the proportion of migrants will be negatively related to migrant students' performance.…”

Section: Ethnic Classroom Composition Effects On Performancementioning

confidence: 99%

The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging

et al. 2016

View full text Add to dashboard Cite

Past research on ethnic composition effects on migrant and ethnic majority students' performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students' performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects on migrant and ethnic majority students' performance. For this reason, the present study (N = 9215) extends previous research by investigating the cross-level interaction effect of the proportion of Turkish-origin students in classrooms on Turkish-origin and German students' reading performance with data based on the German National Assessment Study 2008/2009 in the school subject German. In addition, we examined the cross-level interaction effect of Turkish-origin students' proportion on sense of belonging to school for Turkish-origin and German students, as sense of belonging has been shown to be an important predictor of well-being and integration. No cross-level interaction effect on performance emerged. Only a small negative main effect of the Turkish-origin students' proportion on all students' performance was found. As predicted, we showed a cross-level interaction on sense of belonging. Only Turkish-origin students' sense of belonging was positively related to the proportion of Turkish-origin students: The more Turkish-origin students there were in a classroom, the higher Turkish-origin students' sense of belonging. German students' sense of belonging was not related to the ethnic classroom composition. Implications of the results in the educational context are discussed.

show abstract

Section: Ethnic Classroom Composition Effects On Performancementioning

confidence: 99%

The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging

et al. 2016

View full text Add to dashboard Cite

show abstract

“…1 Three more recent papers focus specifically on the Italian experience by analysing administrative data on the standardized INVALSI test in primary and lower secondary schools. Two of these, relying on within-school variation in immigrant concentration, find that the proportion of immigrant students has a weak negative effect on child learning outcomes that is either slightly larger for children from low socio-economic background (Contini, 2013) or highly non-linear (Tonello, 2016). In contrast, Ballatore, Fort and Ichino (2018), by exploiting class formation rules to identify the causal impact on native test scores of increasing the number of immigrants in a classroom while keeping class size and student quality constant, find sizable negative effects on native performance in both literacy and maths at ages 7 and 10.…”

Section: Introductionmentioning

confidence: 99%

The effect of immigrant peers in vocational schools

Frattini

Meschi

2019

European Economic Review

View full text Add to dashboard Cite

This paper provides new evidence on how the presence of immigrant peers in the classroom affects native student achievement. The analysis is based on longitudinal administrative data on two cohorts of vocational training students in Italy's largest region. Vocational training institutions provide the ideal setting for studying these effects because they attract not only disproportionately high shares of immigrants but also the lowest ability native students. We adopt a value added model, and exploit within-school variation both within and across cohorts for identification. Our results show small negative average effects on maths test scores that are larger for low ability native students, strongly non-linear and only observable in classes with a high (top 20%) immigrant concentration. These outcomes are driven by classes with a high average linguistic distance between immigrants and natives, with no apparent additional role played by ethnic diversity.

show abstract

“…They find no spillover effects of immigrant students to native British students. Contini () presents evidence from Italy finding that the estimated spillover effects are generally negative, although the size of these effects are small and heterogeneous. The concentration of first‐generation immigrants has a small negative effect on the natives’ test scores and those who are affected the most are the children from the lowest socioeconomic background.…”

Section: Introductionmentioning

confidence: 99%

Quantile Peer Effects of Immigrant Children at Primary Schools

Ohinata

Ours

2016

Labour

View full text Add to dashboard Cite

We analyze how the share of immigrant children in the classroom affects the educational performance of native Dutch children in primary schools. Using quantile regressions, our paper studies these peer effects at different parts of the test score distribution of native children. After accounting for selectivity in the allocation of immigrant students across schools, we find no evidence for the existence of negative peer effects of immigrant children, either at the median or at other parts of the distribution.

show abstract

Immigrant background peer effects in Italian schools

Cited by 52 publications

References 43 publications

The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging

The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging

The effect of immigrant peers in vocational schools

Quantile Peer Effects of Immigrant Children at Primary Schools

Contact Info

Product

Resources

About