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The relationship between ethnic classroom composition and Turkish-origin and German students’ reading performance and sense of belonging

Mok, Sog Yee, Martiny, Sarah E., Gleibs, Ilka H., Keller, Melanie M. and Froehlich, Laura (2016) The relationship between ethnic classroom composition and Turkish-origin and German students’ reading performance and sense of belonging. Frontiers in Psychology. ISSN 1664-1078

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Identification Number: 10.3389/fpsyg.2016.01071

Abstract

Past research on ethnic composition effects on migrant and ethnic majority students’ performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students’ performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects on migrant and ethnic majority students’ performance. For this reason, the present study (N = 9215) extends previous research by investigating the cross-level interaction effect of the proportion of Turkish-origin students in classrooms on Turkish-origin and German students’ reading performance with data based on the German National Assessment Study 2008/2009 in the school subject German. In addition, we examined the cross-level interaction effect of Turkish-origin students’ proportion on sense of belonging to school of Turkish-origin and German students, as sense of belonging has been shown to be an important predictor of well-being and integration. No cross-level interaction effect on performance emerged. Only a small negative main effect of the Turkish-origin students’ proportion on all students’ performance was found. As predicted, we showed a cross-level interaction on sense of belonging. Only Turkish-origin students’ sense of belonging was positively related to the proportion of Turkish-origin students: The more Turkish-origin students there were in a classroom, the higher Turkish-origin students’ sense of belonging. German students’ sense of belonging was not related to the ethnic classroom composition. Implications of the results in the educational context are discussed.

Item Type: Article
Official URL: http://journal.frontiersin.org/journal/psychology
Additional Information: © 2016 The Authors © CC BY 4.0
Divisions: Psychological and Behavioural Science
Subjects: B Philosophy. Psychology. Religion > BF Psychology
J Political Science > JV Colonies and colonization. Emigration and immigration. International migration
L Education > LB Theory and practice of education
Sets: Departments > Psychological and Behavioural Science
Date Deposited: 06 Jul 2016 11:54
Last Modified: 20 Jul 2019 02:16
Projects: 01JC1104
Funders: German Ministry of Education and Research, Graduate School of Decision Sciences of the University of Konstanz
URI: http://eprints.lse.ac.uk/id/eprint/67073

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