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dc.contributor.authorNekby, Lenaen
dc.contributor.authorRödin, Magnusen
dc.contributor.authorÖzcan, Gülayen
dc.date.accessioned2008-05-23-
dc.date.accessioned2010-07-07T11:23:02Z-
dc.date.available2010-07-07T11:23:02Z-
dc.date.issued2007-
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
dc.language.isoengen
dc.publisher|aInstitute for the Study of Labor (IZA) |cBonnen
dc.relation.ispartofseries|aIZA Discussion Papers |x3172en
dc.subject.jelJ15en
dc.subject.ddc330en
dc.subject.keywordEthnic identityen
dc.subject.keywordacculturationen
dc.subject.keywordethnic minoritiesen
dc.subject.keywordeducationen
dc.subject.stwEthnische Gruppeen
dc.subject.stwSoziale Integrationen
dc.subject.stwBildungsabschlussen
dc.subject.stwBildungsniveauen
dc.subject.stwSchwedenen
dc.titleAcculturation identity and educational attainment-
dc.type|aWorking Paperen
dc.identifier.ppn552644986en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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