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Positive but also negative effects of ethnic diversity in schools on educational performance? An empirical test using cross-national PISA data

  • Dronkers, Jaap

In this inaugural lecture, I will estimate the effects on language skills of two characteristics of school populations: average/share and diversity, both on the ethnic and the sociocultural dimension. I will use the cross-national PISA 206 data, for both 15-year-old native pupils and pupils with an immigrant background. A larger ethnic diversity of schools in secondary education hampers the educational performance of both pupils with an immigrant background and native pupils, but the negative effects are smaller in education systems with little stratification and strongest in highly stratified education systems. The sociocultural diversity of schools does not have an effect on educational performance, but these effects are positive in highly stratified educational systems and negative in hardly stratified systems. However, the average parental educational level of schools is very important for the educational performance of children, and this hardly differs between education systems. A higher share of pupils with an immigrant background in a school hampers educational performance, but if these pupils have the same regional origin (Islamic countries; non-Islamic Asian countries), a higher share of pupils with an immigrant background at that school promotes educational performance. Pupils originating from Islamic countries have substantially lower language scores than equivalent pupils with an immigrant background from other regions. This cannot be explained by the individual socioeconomic backgrounds, school characteristics, or education systems.

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Paper provided by University Library of Munich, Germany in its series MPRA Paper with number 25598.

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Date of creation: 17 Jun 2010
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Handle: RePEc:pra:mprapa:25598
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  1. 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.
  2. Ganzeboom, H.B.G. & de Graaf, P.M. & Treiman, D.J. & de Leeuw, J., 1992. "A standard international socio-economic index of occupational status," WORC Paper 85970031-d601-46e3-befb-1, Tilburg University, Work and Organization Research Centre.
  3. Dietlind Stolle & Stuart Soroka & Richard Johnston, 2008. "When Does Diversity Erode Trust? Neighborhood Diversity, Interpersonal Trust and the Mediating Effect of Social Interactions," Political Studies, Political Studies Association, vol. 56, pages 57-75, 03.
  4. Jaap Dronkers & Manon de Heus, 2012. "The Educational Performance of Children of Immigrants in Sixteen OECD Countries," CReAM Discussion Paper Series 1210, Centre for Research and Analysis of Migration (CReAM), Department of Economics, University College London.
  5. Dronkers, Jaap & Heus, Manon de, 2009. "Negative selectivity of Europe’s guest-worker immigration?," MPRA Paper 22213, University Library of Munich, Germany.
  6. 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.
  7. Ewijk, R. van & Sleegers, P, . "The effect of peer socioeconomic status on student achievement: a meta-analysis," Working Papers 20, Top Institute for Evidence Based Education Research.
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