Science Daily reports today on a new study from sociologists Mark Levels, Jaap Dronkers and Gerbert Kraaykamp, which suggests that factors like country of origin, destination country, and qualities of immigrant communities play a significant role in educational outcomes for immigrant children.  

The research, which looked at the mathematical literacy scores of thousands of 15-year-old immigrants to 13 Western nations from 35 different native countries, indicates that economic development and political conditions in an immigrant’s home country impact the child’s academic success in his or her destination country. Counter-intuitively, immigrant children from countries with lower levels of economic development have better scholastic performance than comparable children who emigrate from countries with higher levels of economic development.

Children of immigrants from politically unstable countries have poorer scholastic performance compared to other immigrant children. “Adult political immigrants are known to face serious negative consequences that can be related to the political situations in their origin countries,” said sociologist Mark Levels, junior researcher in the Department of Sociology at Radboud University, Nijmegen, in the Netherlands. “We found that these consequences carry across generations to affect their children’s educational chances as well. Our findings therefore have urgent implications in countries that receive a large number of these immigrants.”

Mark Levels, one of the primary investigators told Science Daily, “Specific educational programs designed to counter the negative effects of political migration may be essential to ensure that the children of politically motivated immigrants achieve their full potential.”

Read more here.