Immigrant Concentration in Schools: Peer Pressures in Place?
Immigrant Concentration in Schools: Peer Pressures in Place?
复制标题
学校里的移民集中度：同伴压力是否存在？
DOI：
10.1093/esr/jcm008
复制
发表时间：
2007
影响因子：
3.2
通讯作者：
Héctor Cebolla Boado
中科院分区：
文献类型：
--
作者：
Héctor Cebolla Boado
本文探讨了存在的负面同伴压力造成的外国人在法国初中的浓度。使用三个指标的学业成绩（在初中教育，在第四和第三年的成绩，并在高中的轨道选择的年数），文章的结论是，实证分析的结果是敏感的假设和方法。如果我们假设外国人在社会空间中的分布是一个随机的外生过程，那么多变量分析证实了负面的同伴效应。相反，如果我们认为这是先前跨学区个人分类机制的结果，证据表明外国人的集中对成绩没有统计学上的显著影响。
This article explores the existence of negative peer pressures resulting from the concentration of foreigners in French lower secondary schools. Using three indicators of school attainment (number of years spent in lower secondary education, grades in 4th and 3rd year, and track selection in upper secondary), the article concludes that the results of the empirical analysis are sensitive to the assumptions and methods used. If we assume that the distribution of foreigners across social spaces is a random and exogenous process, then the multivariate analyses confirm negative peer effects. If, on the contrary, we consider it the result of prior sorting mechanisms of individuals accross school districts, the evidence indicates that the concentration of foreigners has no statistically significant impact on attainment.