The role of schooling in equalizing achievement disparity by migrant background

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• dc.contributor.author Passaretta, Giampiero
• dc.contributor.author Skopek, Jan
• dc.date.accessioned 2025-05-06T12:10:06Z
• dc.date.available 2025-05-06T12:10:06Z
• dc.date.issued 2025
• dc.date.updated 2025-05-06T12:10:06Z
• dc.description.abstract Does schooling equalize achievement disparities among students with and without a migrant background? This question remains largely unanswered in sociology. We hypothesized that children of migrants would benefit more from schooling, thereby making schools engines of educational integration. Our study tests this hypothesis in the context of German primary schooling using data from the National Educational Panel Study. We compared the achievements of students from native families and those with Western, non-Western (including Turkey), and former Soviet Union migrant backgrounds. Using the differential exposure approach, we decomposed learning into two causally distinct components: learning due to school exposure and learning due to being older at the time of testing. Our findings do not support the notion that schooling equalizes migrant-native achievement gaps. Instead, our results suggest that school exposure may widen the gap between the two largest groups of migrants in Germany, with students from the former Soviet Union disproportionally benefiting from school compared to other non-Western students. We conclude that German primary schools are not functioning as engines of educational integration because schooling does not reduce the migrant-native achievement gap and migrant groups with the greatest educational disadvantage benefit the least from schooling.
• dc.description.sponsorship The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Giampiero Passaretta gratefully acknowledges funding from the Spanish Research Agency (Agencia Estatal de Investigación [AEI]) under Grant Agreement No. AEI-PID2022-139412NA-I00.
• dc.format.mimetype application/pdf
• dc.identifier.citation Passaretta G, Skopek J. The role of schooling in equalizing achievement disparity by migrant background. Sociol Educ. 2025 Jan;98(1):62-85. DOI: 10.1177/00380407241293692
• dc.identifier.doi http://dx.doi.org/10.1177/00380407241293692
• dc.identifier.issn 0038-0407
• dc.identifier.uri http://hdl.handle.net/10230/70310
• dc.language.iso eng
• dc.publisher SAGE Publications
• dc.relation.ispartof Sociology of Education. 2025 Jan;98(1):62-85
• dc.relation.projectID info:eu-repo/grantAgreement/ES/3PE/PID2022-139412NA-I00
• dc.rights © American Sociological Association 2024. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.rights.uri http://creativecommons.org/licenses/by-nc/4.0/
• dc.subject.keyword School effect
• dc.subject.keyword Differential exposure approach
• dc.subject.keyword Learning rate
• dc.subject.keyword Migrant background
• dc.subject.keyword Achievement gaps
• dc.subject.keyword Seasonal comparison
• dc.title The role of schooling in equalizing achievement disparity by migrant background
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion