Immigrant Children's Educational Achievement in Western Countries: Origin, Destination, and Community Effects on Mathematical Performance

Levels, Mark; Dronkers, Jaap; Kraaykamp, Gerbert

doi:10.1177/000312240807300507

Cited by 236 publications

(203 citation statements)

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“…These are differences which cannot be explained through earlier established individual achievement scores. This suggests that the institutional school contexts in which children are educated have a strong influence on values, norms, and beliefs that are associated with study choice and often interact with characteristics of cultural backgrounds (Anderson, Lin, Treagust, Ross, & Yore, 2007;Crul & Heering, 2008;Eccles, 2005;Levels, Dronkers, & Kraaykamp, 2008;OECD, 2006bOECD, , 2007.…”

Section: Recent Progress In Macro-level Explanations For Gendered Chomentioning

confidence: 99%

Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology

Yazilitas¹,

Svensson

Vries³

et al. 2013

Educational Research and Evaluation

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This article presents an overview of the recent literature on gendered patterns of academic choice in mathematics, science, and technology. It distinguishes in this literature microlevel, macro-level, and institutional explanations. Micro-level explanations focus primarily on psychological constructs, that is, variables at the level of the individual students. Macro-level explanations focus primarily on socioeconomic conditions and cultural understandings of gender roles. Institutional explanations focus on design characteristics of (national) education systems. After a presentation of these perspectives and of recent research progress that has been made, the authors critically discuss the lacunae that still exist in explaining cross-national variety, and provide suggestions for designing future research in this field.Keywords: gender; education; academic choice; mathematics; science and technology Introduction Female participation in higher tertiary education has increased rapidly over the past decades.1 Currently, about 56% of all students in the European Union are women, and this figure is still rising (Eurostat, 2010). Yet, this increase in female student participation does not apply to all academic fields. In mathematics, science, and technology (MST), where women have always been underrepresented, their participation rate has actually decreased over the last years, from 41% at the end of the 1990s, to 38% in 2010 (Eurostat, 2010). The relative decline of women in MST is generally regarded as undesirable as it contrasts with European ambitions of achieving gender equality and a highly skilled, innovative society (European

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Section: Recent Progress In Macro-level Explanations For Gendered Chomentioning

confidence: 99%

Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology

Yazilitas¹,

Svensson

Vries³

et al. 2013

Educational Research and Evaluation

View full text Add to dashboard Cite

show abstract

“…A este respecto, las evidencias disponibles en la literatura internacional suelen señalar que el origen social es el factor explicativo de mayor peso en el diferencial académico entre estudiantes inmigrantes y nativos (Heath et al, 2008;Kao y Thompson, 2003;Schnepf, 2008), si bien el porcentaje de varianza que explica difiere sustancialmente de unos países a otros (Heath et al, 2008;Levels et al, 2008;Stanat y Christensen, 2006;OECD, 2011). En cuanto a los mecanismos explicativos apuntados, son minoría los trabajos que los exploran conjuntamente.…”

Section: Introductionunclassified

¿Capital económico o cultural? El efecto del origen social sobre las desventajas académicas de los hijos de inmigrantes en España

Sotomayor¹,

Martínez-Cousinou

2016

PapRevSoc

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“…For example, strict immigration laws explain a higher educational performance of immigrant students in traditional immigrant-receiving countries, such as Australia and New Zeeland, because of the selection at entry of immigrants with a better socioeconomic status. Furthermore, immigrant students from more politically stable countries perform better at school and the socio-economic status of the immigrant community, together with its size, positively affects immigrant student school achievement (Levels, Dronkers, & Kraaykamp, 2008). Some features, such as the education, political, economic and religious systems of both the destination and origin country, have been included in individual level analyses with macro indicators at the country level.…”

Section: Background Literaturementioning

confidence: 99%

Immigrant student performance in Math: Does it matter where you come from?

Giannelli

Rapallini

2016

Economics of Education Review

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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. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. The performance gap in math of immigrant students is investigated using PISA 2012. The gap with respect to non-immigrant schoolmates is first measured. The hypotheses that first (second) generation students coming from (whose parents come from) countries with a higher performance in math fare better than their immigrant peers coming from lower-ranked countries are then tested on a sample of about 13,000 immigrant students. The estimated average immigrant-native score gap in math amounts to -12 points. The results show that immigrant students coming from higher-ranked origin countries have a significantly lower score gap, and are thus relatively less disadvantaged. For example, coming from a country in the top quintile for math and having attended school there for one year improves the absolute score gap by nearly 39 points, the highest coefficient among the variables that reduce the gap, such as parental education and socio-economic status.JEL Classification: I25, J15, O15

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Immigrant Children's Educational Achievement in Western Countries: Origin, Destination, and Community Effects on Mathematical Performance

Abstract: This article explores the extent to which macro-level characteristics of destination

Cited by 236 publications

References 36 publications

Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology

Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology

¿Capital económico o cultural? El efecto del origen social sobre las desventajas académicas de los hijos de inmigrantes en España

Immigrant student performance in Math: Does it matter where you come from?

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