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Immigrants' Children Scientific Performance in a Double Comparative Design: The Influence of Origin, Destination, and Community

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  • Jaap Dronkers

    () (Maastricht University)

  • Manon de Heus

Abstract

This paper studies the scientific literacy of immigrant children in a cross-classified multilevel framework. Using data from the 2006 PISA survey, features of immigrant children's countries of origin, countries of destination, and communities (the specific origin-destination combination) are taken into account in order to explain macro-level differences in immigrants' educational performance. Our sample consists of 9414 15-year-old immigrant children, originating from 46 different countries, living in 16 Western countries of destination. Results show that differences in scientific performance between immigrant children from different origins and between children living in different countries of destination cannot be fully explained by compositional differences. Contextual attributes of origin countries, destination countries, and communities matter as well. It is for instance shown that the better educational performance of immigrant children living in traditional immigration receiving countries cannot be explained by these children's favourable background characteristics. The political and economic features of the origin countries did not influence the science performance, in contrast with the origin countries' prevailing religions.

Suggested Citation

  • Jaap Dronkers & Manon de Heus, 2012. "Immigrants' Children Scientific Performance in a Double Comparative Design: The Influence of Origin, Destination, and Community," CReAM Discussion Paper Series 1213, Centre for Research and Analysis of Migration (CReAM), Department of Economics, University College London.
  • Handle: RePEc:crm:wpaper:1213
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    File URL: http://www.cream-migration.org/publ_uploads/CDP_13_12.pdf
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    References listed on IDEAS

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    1. Bauer, Thomas K. & Lofstrom, Magnus & Zimmermann, Klaus F., 2000. "Immigration Policy, Assimilation of Immigrants and Natives' Sentiments towards Immigrants: Evidence from 12 OECD-Countries," IZA Discussion Papers 187, Institute for the Study of Labor (IZA).
    2. Dronkers, Jaap & Heus, Manon de, 2009. "Negative selectivity of Europe’s guest-worker immigration?," MPRA Paper 22213, University Library of Munich, Germany.
    3. Levels, Mark & Dronkers, Jaap Dronkers & Kraaykamp, Gerbert, 2006. "Educational Achievement of Immigrant Children in Western Countries: Origin, Destination, and Community Effects on Mathematical Performance," MPRA Paper 21653, University Library of Munich, Germany.
    4. Frank Tubergen & Herman Werfhorst, 2007. "Postimmigration investments in Education: a Study of Immigrants in the Netherlands," Demography, Springer;Population Association of America (PAA), vol. 44(4), pages 883-898, November.
    5. André, Stéfani & Dronkers, Jaap & Fleischmann, Fenella, 2008. "Verschillen in groepsdiscriminatie, zoals waargenomen door immigranten uit verschillende herkomstlanden in veertien lidstaten van de Europese Unie
      [Perception of in-group discrimination among immig
      ," MPRA Paper 22019, University Library of Munich, Germany.
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    Cited by:

    1. Martí Franquesa Oliveres & Adrián Zancajo Silla, 2010. "Descomposición del efecto inmigrante en el rendimiento académico en Cataluña según la zona origen," Investigaciones de Economía de la Educación volume 5,in: María Jesús Mancebón-Torrubia & Domingo P. Ximénez-de-Embún & José María Gómez-Sancho & Gregorio Gim (ed.), Investigaciones de Economía de la Educación 5, edition 1, volume 5, chapter 5, pages 101-116 Asociación de Economía de la Educación.
    2. Antje Roeder & Peter Muehlau, 2010. "Discrimination, Exclusion And Immigrants’ Confidence In Public Institutions In Europe," The Institute for International Integration Studies Discussion Paper Series iiisdp320, IIIS.

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    Keywords

    immigration; origin; destination; educational performance; PISA.;

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