Ethnic Composition and School Performance in the Secondary Education of Turkish Migrant Students in Seven Countries and 19 European Educational Systems

被引：7

作者：

Veerman, Gert-Jan Martijn ^{[1
]}

Dronkers, Jaap ^{[2
]}

机构：

[1] Univ Amsterdam, NL-1012 WX Amsterdam, Netherlands

[2] Maastricht Univ, NL-6200 MD Maastricht, Netherlands

来源：

INTERNATIONAL MIGRATION REVIEW | 2016年 / 50卷 / 03期

关键词：

CANTONAL VARIATIONS; INTEGRATION POLICY; IMMIGRANT CHILDREN; 2ND-GENERATION; ACHIEVEMENT; ATTAINMENT; NETWORKS; ORIGIN; DUTCH;

D O I：

10.1111/imre.12185

中图分类号：

C921 [人口统计学];

学科分类号：

摘要：

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 the 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.

引用

页码：537 / 567

页数：31

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