Journal article

Publication year: 2018

Pages: e0193738-

Journal: PLoS ONE

Volume number: 13

Issue number: 3

ISSN: 1932-6203

Open access status: Gold

DOI Link: https://doi.org/10.1371/journal.pone.0193738

Publisher: Public Library of Science

Abstract: 
Here we examine a conceptualization of immigrant assimilation that is based on the more general notion that distributional differences erode across generations. We explore this idea by reinvestigating the efficiency-equality trade-off hypothesis, which posits that stratified education systems educate students more efficiently at the cost of increasing inequality in overall levels of competence. In the context of ethnic inequality in math achievement, this study explores the extent to which an education system's characteristics are associated with ethnic inequality in terms of both the group means and group variances in achievement. Based on data from the 2012 PISA and mixed-effect location scale models, our analyses revealed two effects: on average, minority students had lower math scores than majority students, and minority students' scores were more concentrated at the lower end of the distribution. However, the ethnic inequality in the distribution of scores declined across generations. We did not find compelling evidence that stratified education systems increase mean differences in competency between minority and majority students. However, our analyses revealed that in countries with early educational tracking, minority students' math scores tended to cluster at the lower end of the distribution, regardless of compositional and school differences between majority and minority students.

Harvard Citation style: Spörlein, C. and Schlüter, E. (2018) How education systems shape cross-national ethnic inequality in math competence scores: Moving beyond mean differences, PLoS ONE, 13(3), p. e0193738. https://doi.org/10.1371/journal.pone.0193738

APA Citation style: Spörlein, C., & Schlüter, E. (2018). How education systems shape cross-national ethnic inequality in math competence scores: Moving beyond mean differences. PLoS ONE. 13(3), e0193738. https://doi.org/10.1371/journal.pone.0193738