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dc.contributor.authorEntorf, Horsten
dc.contributor.authorLauk, Martinaen
dc.date.accessioned2006-08-17-
dc.date.accessioned2010-05-14T11:54:36Z-
dc.date.available2010-05-14T11:54:36Z-
dc.date.issued2006-
dc.identifier.urihttp://hdl.handle.net/10419/31979-
dc.description.abstractThis article analyses the school performance of migrants dependent on peer groups in different international schooling environments. Using data from the international OECD PISA test, we consider social interaction within and between groups of natives and migrants. Results based on social multipliers (Glaeser et al. 2000, 2003) suggest that both native-tonative and migrant-to-migrant peer effects are higher in ability-differencing school systems than in comprehensive schools. Thus, non-comprehensive school systems seem to magnify the already existing educational inequality between students with a low parental socioeconomic migration background and children from more privileged families. Students with a migration background and a disadvantageous parental status would benefit from higher diversity within schools.en
dc.language.isoengen
dc.publisher|aUniversity of Göttingen, Center for European, Governance and Economic Development Research (cege) |cGöttingenen
dc.relation.ispartofseries|acege Discussion Papers |x57en
dc.relation.hasversionhttp://hdl.handle.net/10419/70255en
dc.subject.jelI21en
dc.subject.ddc330en
dc.subject.keywordpeer effectsen
dc.subject.keywordmigrationen
dc.subject.keywordeducationen
dc.subject.keywordsocial multipliersen
dc.subject.keywordschool systemsen
dc.subject.keywordparental socioeconomic backgrounden
dc.titlePeer effects, social multipliers and migrants at school: An international comparison-
dc.type|aWorking Paperen
dc.identifier.ppn515894419en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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