Immigrant Children's Educational Achievement in Western Countries: Origin, Destination, and Community Effects on Mathematical Performance

Autor/inn/en	Levels, Mark; Dronkers, Jaap; Kraaykamp, Gerbert
Titel	Immigrant Children's Educational Achievement in Western Countries: Origin, Destination, and Community Effects on Mathematical Performance
Quelle	In: American Sociological Review, 73 (2008) 5, S.835-853 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1224
DOI	10.1177/000312240807300507
Schlagwörter	Immigration; Immigrants; Mathematics Achievement; Migrant Children; Cross Cultural Studies; Comparative Education; Regional Characteristics; Performance Factors; Data Interpretation; International Education; Predictor Variables; Cultural Influences; Political Influences; Socioeconomic Influences; Environmental Influences; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Regionaler Faktor; Leistungsindikator; Data evaluation; Datenauswertung; Internationale Erziehung; Prädiktor; Cultural influence; Kultureinfluss; Political influence; Politischer Einfluss; Sozioökonomischer Faktor; Environmental influence; Umwelteinfluss
Abstract	This article explores the extent to which macro-level characteristics of destination countries, origin countries, and immigrant communities help explain differences in immigrant children's educational achievement. Using data from the 2003 PISA survey, we analyze the mathematical performance of 7,403 pupils from 35 different origin countries in 13 Western countries of destination. While compositional differences offer some explanatory power, they cannot fully explain cross-national and cross-group variance. Contextual attributes of host countries, origin countries, and communities are also meaningful. In this regard, strict immigration laws explain immigrant children's better educational performance in traditional immigrant-receiving countries. Results further suggest that origin countries' level of economic development can negatively affect immigrant children's educational performance, and that immigrant children from more politically stable countries perform better at school. Finally, socioeconomic differences between immigrant communities and a native population, and relative community size, both shape immigrant children's scholastic achievement. (Contains 6 footnotes and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10