Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/32089
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dc.contributor.authorEntorf, Horsten_US
dc.contributor.authorLauk, Martinaen_US
dc.date.accessioned2006-05-04en_US
dc.date.accessioned2010-05-14T11:57:22Z-
dc.date.available2010-05-14T11:57:22Z-
dc.date.issued2006en_US
dc.identifier.urihttp://hdl.handle.net/10419/32089-
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 prevailing educational inequality between students with a low parental socioeconomic migration background and children from more privileged families.en_US
dc.language.isoengen_US
dc.publisher|aTechn. Univ., Inst. für Volkswirtschaftslehre|cDarmstadten_US
dc.relation.ispartofseries|aDarmstadt discussion papers in economics|x164en_US
dc.subject.jelI21en_US
dc.subject.ddc330en_US
dc.subject.keywordPeer effectsen_US
dc.subject.keywordmigrationen_US
dc.subject.keywordeducationen_US
dc.subject.keywordsocial multipliersen_US
dc.subject.keywordschool systemsen_US
dc.subject.keywordparental socioeconomic backgrounden_US
dc.titlePeer effects, social multipliers and migrants at school: an international comparisonen_US
dc.type|aWorking Paperen_US
dc.identifier.ppn511220901en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
dc.identifier.repecRePEc:zbw:darddp:dar_36777-

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