Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/125368 
Autor:innen: 
Erscheinungsjahr: 
2015
Quellenangabe: 
[Journal:] IZA World of Labor [ISSN:] 2054-9571 [Article No.:] 146 [Publisher:] Institute for the Study of Labor (IZA) [Place:] Bonn [Year:] 2015
Verlag: 
Institute for the Study of Labor (IZA), Bonn
Zusammenfassung: 
As global migration flows increase, so do the number of migrant students in host country schools. Yet migrants' achievement scores lag well behind those of their native-born schoolmates. Performance gaps are explained largely by differences in migrant parents' socio-economic background, cultural capital, and language skills. Education policy needs to focus on language teaching, parental involvement, diversity training, and beneficial social interaction between immigrant and native-born populations. With the wealth of many industrialized countries threatened by a lack of qualified labor, education of immigrants should be an important priority.
Schlagwörter: 
education
immigration
socio-economic status
cultural capital
schooling systems
peer effects
JEL: 
H41
H52
I24
I25
I28
J15
Persistent Identifier der Erstveröffentlichung: 
Dokumentart: 
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