Publikation: Migration background and educational tracking : Is there a double disadvantage for second-generation immigrants?
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2013
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Lüdemann, Elke
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Journal of Population Economics. 2013, 26(2), pp. 455-481. ISSN 0933-1433. eISSN 1432-1475. Available under: doi: 10.1007/s00148-012-0414-z
Zusammenfassung
Research on immigrants' educational disadvantages documents substantial immigrant-native achievement gaps in standardized student assessments. Exploiting data from the German PIRLS extension, we find that second-generation immigrants also receive worse grades and teacher recommendations for secondary school tracks than natives, which cannot be explained by differences in student achievement tests and general intelligence. Second-generation immigrants' less favorable socioeconomic background largely accounts for this additional disadvantage, suggesting that immigrants are disproportionately affected by prevailing social inequalities at the transition to secondary school. We additionally show that differences in track attendance account for a substantial part of the immigrant–native wage gap in Germany.
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LÜDEMANN, Elke, Guido SCHWERDT, 2013. Migration background and educational tracking : Is there a double disadvantage for second-generation immigrants?. In: Journal of Population Economics. 2013, 26(2), pp. 455-481. ISSN 0933-1433. eISSN 1432-1475. Available under: doi: 10.1007/s00148-012-0414-zBibTex
@article{Ludemann2013Migra-28578,
year={2013},
doi={10.1007/s00148-012-0414-z},
title={Migration background and educational tracking : Is there a double disadvantage for second-generation immigrants?},
number={2},
volume={26},
issn={0933-1433},
journal={Journal of Population Economics},
pages={455--481},
author={Lüdemann, Elke and Schwerdt, Guido}
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<dcterms:abstract xml:lang="eng">Research on immigrants' educational disadvantages documents substantial immigrant-native achievement gaps in standardized student assessments. Exploiting data from the German PIRLS extension, we find that second-generation immigrants also receive worse grades and teacher recommendations for secondary school tracks than natives, which cannot be explained by differences in student achievement tests and general intelligence. Second-generation immigrants' less favorable socioeconomic background largely accounts for this additional disadvantage, suggesting that immigrants are disproportionately affected by prevailing social inequalities at the transition to secondary school. We additionally show that differences in track attendance account for a substantial part of the immigrant–native wage gap in Germany.</dcterms:abstract>
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