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Social Exclusion and School Achievement: Children of Immigrants and Children of Natives in Three European Countries

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  • Isabel J. Raabe

    (Nuffield College, University of Oxford
    ETH Zürich)

Abstract

Ethnic minorities in Europe show diverging patterns of educational success, but in most national contexts, migrants and children of immigrants have lower achievements in terms of grades than their majority peers. This study asks whether social exclusion in the classroom can contribute to explaining this pattern. While limited access to social resources is often assumed to be of significance for educational success, it has rarely been measured explicitly. In this study, social exclusion is measured accurately and on a large, cross-national scale, by using social network data from 731 classrooms in England, Germany, and Sweden (CILS4EU data). Results show that social exclusion is negatively associated with school grades, but this does not contribute much to understanding grade differences between children of immigrant and children of majority background.

Suggested Citation

  • Isabel J. Raabe, 2019. "Social Exclusion and School Achievement: Children of Immigrants and Children of Natives in Three European Countries," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 12(3), pages 1003-1022, June.
    • Handle: RePEc:spr:chinre:v:12:y:2019:i:3:d:10.1007_s12187-018-9565-0
    DOI: 10.1007/s12187-018-9565-0
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    References listed on IDEAS

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    1. Hjalmarsson, Simon & Mood, Carina, 2015. "Do poorer youth have fewer friends? The role of household and child economic resources in adolescent school-class friendships," Children and Youth Services Review, Elsevier, vol. 57(C), pages 201-211.
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    3. Frank Tubergen & Herman Werfhorst, 2007. "Postimmigration investments in Education: a Study of Immigrants in the Netherlands," Demography, Springer;Population Association of America (PAA), vol. 44(4), pages 883-898, November.
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