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Ethnic School Segregation and Reading Performance: A Comparative Study of Second-Generation Migrants and Natives in Denmark and Sweden

Rizova, Desislava Georgieva LU (2024) EKHS42 20241
Department of Economic History
Abstract
This study examines the relationship between ethnic school segregation and reading performance among second-generation migrant students compared to natives in Denmark and Sweden, using PISA 2015 data. The research explores how different integration policies influence educational outcomes in the context of ethnic segregation. Findings reveal that higher proportions of migrant students in schools negatively correlate with reading scores in both countries. However, this relationship is more pronounced in Denmark, where ethnic distinctions persist even after controlling for socioeconomic factors. In Sweden, socioeconomic status fully accounts for performance differences. Notably, Denmark shows a significant interaction effect where increased... (More)
This study examines the relationship between ethnic school segregation and reading performance among second-generation migrant students compared to natives in Denmark and Sweden, using PISA 2015 data. The research explores how different integration policies influence educational outcomes in the context of ethnic segregation. Findings reveal that higher proportions of migrant students in schools negatively correlate with reading scores in both countries. However, this relationship is more pronounced in Denmark, where ethnic distinctions persist even after controlling for socioeconomic factors. In Sweden, socioeconomic status fully accounts for performance differences. Notably, Denmark shows a significant interaction effect where increased migrant proportions in schools are associated with lower reading scores for second-generation migrants, an effect not observed in Sweden. Further analyses demonstrate that this relationship is subject-specific to reading and emphasize the greater influence of school-level socioeconomic factors compared to individual socioeconomic status. The study suggests that these disparities stem from contrasting integration policies: Sweden's inclusive approach may mitigate negative effects of school segregation, while Denmark's emphasis on cultural homogeneity may exacerbate challenges for migrant students. (Less)
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author
Rizova, Desislava Georgieva LU
supervisor
organization
course
EKHS42 20241
year
type
H2 - Master's Degree (Two Years)
subject
language
English
id
9175618
date added to LUP
2024-10-01 13:43:34
date last changed
2024-10-01 13:43:34
@misc{9175618,
  abstract     = {{This study examines the relationship between ethnic school segregation and reading performance among second-generation migrant students compared to natives in Denmark and Sweden, using PISA 2015 data. The research explores how different integration policies influence educational outcomes in the context of ethnic segregation. Findings reveal that higher proportions of migrant students in schools negatively correlate with reading scores in both countries. However, this relationship is more pronounced in Denmark, where ethnic distinctions persist even after controlling for socioeconomic factors. In Sweden, socioeconomic status fully accounts for performance differences. Notably, Denmark shows a significant interaction effect where increased migrant proportions in schools are associated with lower reading scores for second-generation migrants, an effect not observed in Sweden. Further analyses demonstrate that this relationship is subject-specific to reading and emphasize the greater influence of school-level socioeconomic factors compared to individual socioeconomic status. The study suggests that these disparities stem from contrasting integration policies: Sweden's inclusive approach may mitigate negative effects of school segregation, while Denmark's emphasis on cultural homogeneity may exacerbate challenges for migrant students.}},
  author       = {{Rizova, Desislava Georgieva}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Ethnic School Segregation and Reading Performance: A Comparative Study of Second-Generation Migrants and Natives in Denmark and Sweden}},
  year         = {{2024}},
}