Immigrants' children scientific performance in a double comparative design. The influence of origin, destination, and community.

Autor/inn/en	Dronkers, Jaap; Heus, Manon de
Institution	Centre for Research and Analysis of Migration (London)
Titel	Immigrants' children scientific performance in a double comparative design. The influence of origin, destination, and community. Gefälligkeitsübersetzung: Wissenschaftliche Leistung von Einwandererkindern in einem doppelt vergleichenden Design. Der Einfluss der Herkunft, des Ziels und der Gemeinschaft.
Quelle	London (2012), 20 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	CReAM discussion paper. 2012,13
Sprache	englisch
Dokumenttyp	online; Monographie
Schlagwörter	Kultur; Kulturelle Identität; Bildungssystem; Schüler; Schulleistung; Naturwissenschaftliche Bildung; Einwanderungsland; Wertorientierung; Religion; Internationaler Vergleich; Australien; Belgien; Deutschland; Dänemark; Finnland; Griechenland; Großbritannien; Herkunftsland; Lettland; Liechtenstein; Luxemburg; Neuseeland; Niederlande; Norwegen; Portugal; Schottland; Schweiz; Österreich
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. (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2016/2