Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/34381
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dc.contributor.authorNekby, Lenaen_US
dc.contributor.authorRödin, Magnusen_US
dc.contributor.authorÖzcan, Gülayen_US
dc.date.accessioned2008-05-23en_US
dc.date.accessioned2010-07-07T11:23:02Z-
dc.date.available2010-07-07T11:23:02Z-
dc.date.issued2007en_US
dc.identifier.urihttp://hdl.handle.net/10419/34381-
dc.description.abstractThis paper explores the identity formation of a cohort of students with immigrant backgrounds in Sweden and the consequences of identity for subsequent educational attainment. Unique for this study is that identity is defined according to a two-dimensional acculturation framework based on both strength of identity to the (ethnic) minority and to the (Swedish) majority culture. Results indicate that integrated men are associated with significantly higher levels of education than assimilated men. No differences in educational attainment are found between the assimilated and the integrated for women. These results put into question the premise of oppositional identities, i.e., a trade-off between ethnic identity and educational achievement, among immigrants in Sweden.en_US
dc.language.isoengen_US
dc.publisher|aInstitute for the Study of Labor (IZA) |cBonnen_US
dc.relation.ispartofseries|aIZA Discussion Papers |x3172en_US
dc.subject.jelJ15en_US
dc.subject.ddc330en_US
dc.subject.keywordEthnic identityen_US
dc.subject.keywordacculturationen_US
dc.subject.keywordethnic minoritiesen_US
dc.subject.keywordeducationen_US
dc.subject.stwEthnische Gruppeen_US
dc.subject.stwSoziale Integrationen_US
dc.subject.stwBildungsabschlussen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwSchwedenen_US
dc.titleAcculturation identity and educational attainmenten_US
dc.type|aWorking Paperen_US
dc.identifier.ppn552644986en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-

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