Abstract

The aim of this research is to analyse the educational gap between native and foreign students in Europe. In last decades, because of the increasing number of immigrants, the sociological literature on the ethnic stratification in education has considerably grown. However, several aspects of the relationship between ethnicity and educational inequality are still under debate. This research is based on the assumption that the gross educational disadvantage of foreign students is due to differences in both achievements and educational choices. I analyse the several dimensions that scholars have identified as being able to influence one of them, or both. The roles played by individual characteristics –micro-level– (such as: social class, cultural background, gender, ethnicity and migration background), by the school context –meso-level– (i.e. peers group, teachers, and the school) and by the institutional context –macro-level– (the educational system and the country’s migration history) will be analytically divided. As different European nations have historically attracted migrants from specific countries in specific periods, individual’s ethnicity has long coincided with his immigration generation. Nowadays, because of the growing number of nationalities present in each country, it is finally possible to separate these two dimensions. Thus, I add to the debate in that I analyse whether ethnicity and migration background influence the individual educational success independently one another and independently of social origins. Moreover, I address whether the relationship between ethnicity and educational inequality is due to primary or secondary effects. In other words, I investigate if ethnicity and migration background influence only academic competences – which than translate in better choices – or if they are also able to directly affect the latter, net of individuals academic skills.