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E-raamat: Migrant Penalties in Educational Achievement: Second-generation Immigrants in Western Europe

  • Formaat: PDF+DRM
  • Sari: Changing Welfare States
  • Ilmumisaeg: 01-Oct-2025
  • Kirjastus: Amsterdam University Press
  • Keel: eng
  • ISBN-13: 9781040787731
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Migrant Penalties in Educational Achievement: Second-generation Immigrants in Western EuropeSuurem pilt
  • Formaat: PDF+DRM
  • Sari: Changing Welfare States
  • Ilmumisaeg: 01-Oct-2025
  • Kirjastus: Amsterdam University Press
  • Keel: eng
  • ISBN-13: 9781040787731
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The integration of second-generation immigrants has proved to be a major challenge for Europe in recent years. Though these people are born in their host nations, they often experience worse social and economic outcomes than other citizens. This volume focuses on one particular, important challenge: the less successful educational outcomes of second-generation migrants. Looking at data from seventeen European nations, Camilla Borgna shows that migrant penalties in educational achievement exist in each one—but that, unexpectedly, the penalties tend to be greater in countries in which socioeconomic inequalities in education are generally more modest, a finding that should prompt reconsideration of a number of policy approaches.
Acknowledgements 11(2)
1 Introduction
13(12)
1.1 Children of migrants in Europe: which equal opportunities?
13(5)
1.2 The promise of diversity-oriented methods
18(3)
1.3 Structure of the book
21(4)
2 Conceptual framework and case selection
25(22)
2.1 Social inequalities in education
25(3)
2.2 Educational systems as opportunity structures
28(4)
2.3 Defining children of immigrants
32(3)
2.4 Case selection: comparing immigration societies
35(5)
2.5 Educational systems in Western Europe
40(7)
3 The educational achievement of second-generation immigrants in Western Europe
47(52)
3.1 Previous studies
47(25)
3.1.1 A Double Disadvantage
49(9)
3.1.2 The role of teachers, classrooms, and schools
58(4)
3.1.3 Cross-country differences
62(10)
3.2 Migrant penalties in educational achievement
72(17)
3.2.1 Research questions and hypotheses
73(2)
3.2.2 Analytical strategy
75(3)
3.2.3 Data, operationalization, and models
78(3)
3.2.4 Results and discussion
81(8)
3.3 Compound disadvantages
89(10)
3.3.1 Research questions
90(1)
3.3.2 Analytical strategy
91(2)
3.3.3 Operationalization: fuzzy-set calibration
93(1)
3.3.4 Results and discussion
94(5)
4 The role of educational systems for migrant learning disadvantage
99(60)
4.1 Previous studies
99(11)
4.1.1 Educational institutions and socioeconomic disadvantage
99(1)
4.1.2 Educational institutions and migrant learning disadvantage
100(4)
4.1.3 Cross-country explanatory studies
104(6)
4.2 Hypotheses formulation
110(5)
4.2.1 Theoretically relevant dimensions of educational systems
110(3)
4.2.2 Contextual factors
113(2)
4.3 Analytical strategy
115(2)
4.4 Operationalization
117(7)
4.4.1 Variable construction
117(3)
4.4.2 Fuzzy-set calibration
120(4)
4.5 Results from a variable-oriented approach
124(8)
4.5.1 Bivariate correlations
124(3)
4.5.2 Multivariate analysis
127(2)
4.5.3 Regression-tree analysis
129(3)
4.6 Results from a diversity-oriented approach
132(27)
4.6.1 Assessing individual necessity and sufficiency
132(6)
4.6.2 Institutional configurations
138(2)
4.6.3 fsQCA: model construction and robustness checks
140(7)
4.6.4 Final fsQCA results and discussion
147(12)
5 Conclusions
159(14)
5.1 Key findings
159(6)
5.2 Methodological contributions
165(2)
5.3 Policy implications
167(2)
5.4 Limitations and outlook
169(4)
Appendix A Appendix to
Chapter 3		 173(8)
Appendix B Appendix to
Chapter 4		 181(8)
References 189(16)
Index 205
Camilla Borgna obtained a Ph.D. in Political Studies at the University of Milan in 2014 and is currently Senior Research Fellow in the unit 'Skill Formation and Labor Markets' at the WZB - Berlin Social Science Center. Her research lies at the intersection of social stratification, sociology of education, and comparative social policy. Her work appeared in the European Sociological Review, European Societies, Social Science Research, and in the Journal of European Social Policy.
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