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Mechanisms of peer interactions between native and non-native students: rejection or integration?

  • Marco Tonello

    (Catholic University Milan & University of Milan-Bicocca)

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    This paper focuses on mechanisms of “peer interactions” among native and non-native students. We present a theoretical framework based on Lazear (2001) education production model and on the “sub-cultural” sociological theory and we test the theoretical predictions exploiting a dataset of Italian junior high school. Results show that non-native school share has small and negative impacts on Language test scores of natives’ peers, while it does not significantly affect Math test scores. The negative effects to natives’ attainment are concentrated in schools characterized by low levels of non-natives’ isolation or where non-natives’ school share is above 10%.

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    File URL: http://www.ieb.ub.edu/aplicacio/fitxers/2011/10/Doc2011-21.pdf
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    Paper provided by Institut d'Economia de Barcelona (IEB) in its series Working Papers with number 2011/21.

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    Length: 40 pages
    Date of creation: 2011
    Date of revision:
    Handle: RePEc:ieb:wpaper:2011/10/doc2011-21
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    1. Meunier, Muriel, 2011. "Immigration and student achievement: Evidence from Switzerland," Economics of Education Review, Elsevier, vol. 30(1), pages 16-38, February.
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    15. Heckman, James J., 2011. "The American Family in Black and White: A Post-Racial Strategy for Improving Skills to Promote Equality," IZA Discussion Papers 5495, Institute for the Study of Labor (IZA).
    16. Andreas Ammermueller & Jorn-Steffen Pischke, 2009. "Peer effects in European primary schools: evidence from PIRLS," LSE Research Online Documents on Economics 25534, London School of Economics and Political Science, LSE Library.
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