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dc.contributor.authorDI BARTOLOMEO, Anna 
dc.contributor.authorBONFANTI, Sara
dc.date.accessioned2014-04-23T08:21:37Z
dc.date.available2014-04-23T08:21:37Z
dc.date.issued2014
dc.identifier.issn1028-3625
dc.identifier.urihttp://hdl.handle.net/1814/31207
dc.description.abstractIn EU societies, the role that immigrants’ children play in the educational system is fiercely debated. There exists a consensus that immigrants’ children show, on average, lower educational performances than children of natives in all EU states, regardless of grade level, type of school, age, etc. This awareness has led to the perception that the concentration of immigrants’ children negatively affects overall school educational performances. This note aims to disentangle the link between educational performance and migration background showing how the reality is much more complex. Specifically, two questions are answered. First, given that immigrants’ children represent a heterogeneous group in terms of parents’ origin, age at arrival, etc., does a multicultural background bring any kind of advantage to school performance compared with a “mono-cultural” one? Second, what is the effect of attending schools with a high percentage of immigrants’ children in terms of average school performance, once controlled for school socio-economic resources?en
dc.format.mimetypeapplication/pdf
dc.language.isoenen
dc.relation.ispartofseriesEUI RSCASen
dc.relation.ispartofseries2014/44en
dc.relation.ispartofseriesMigration Policy Centreen
dc.rightsinfo:eu-repo/semantics/openAccessen
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEducational achievementen
dc.subjectChildren of immigrantsen
dc.subjectChildren of mixed couplesen
dc.subjectGroup composition effecten
dc.subjectInternational comparisonen
dc.titleCalling into question the link between educational achievement and migrant backgrounden
dc.typeWorking Paperen
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