Cross-national evidence on the relationship between education and attitudes towards immigrants: Past initiatives and future OECD directions EMPLOYER BRAND Playbook Promoting Tolerance: Can education do the job? A joint Örebro University LLAKES/AMCIS conference Francesca Borgonovi 10 June 2016 - Örebro University 1
Mexico United States Israel United Kingdom Italy Australia New Zealand Japan Canada Germany Netherlands Luxembourg Sweden Czech Republic Norway Turkey Greece France Hungary Belgium 2 Growing unequal income inequality Gini Coefficients for OECD countries, in 1985 and 2008 1985 2008 0.50 0.45 0.40 0.35 0.30 0.25 0.20 0.15 0.10 0.05 0.00
Increasing migration towards the developed world Net migration (in millions of people) into regions, with countries grouped by income level and OECD members, 1960-2010. 25 High income Low income OECD members Middle income 20 15 10 5 0 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010-5 -10-15 -20 Source : OECD (2013), Trends Shaping Education. Primary source: World Bank (2012), World Databank: Net Migration.
More culturally diverse societies Source: OECD Indicators of Immigrant Integration, 2015 Percentage of young people (15-34) with a migration background % of native-born offspring of foreign-born % of native-born with a mixed background 60 % % of foreign-born who arrived as children % of foreign-born who arrived as adults 50 40 30 20 10 0
Average years of schooling Years of schooling over the 20th century OECD average 1896-1900 1901-05 1906-10 1911-15 1916-20 1921-25 1926-30 1931-35 1936-40 1941-45 1946-50 1951-55 1956-60 1961-65 1966-70 1971-75 1976-80 12 11 Men Women 10 9 8 7 6 5 4 Source: Barro and Lee, 2013
6 If there is a relationship between education and capacity to deal with diversity, never before have societies been better prepared for the challenges of income inequality, religious heterogeneity and racial, ethnic and cultural diversity
7 Correlational evidence Individuals with more schooling report more positive attitudes towards migration The association varies across countries: the education gradient appears to be steeper in countries with comparatively lower overall levels of education Education gradient is less steep in the presence of greater income inequality (because of more positive attitudes among the least educated) Education gradient steeper in the presence of more religious diversity
8 Source: European Social Survey
9 Cross-national research Associations vs. causality Ex. D Hombres and Nunziata (2015) Wish you were here? Quasi experimental evidence on the effect of education on attitude towards immigrants Cross-country comparability and comparability over time of attitudinal data Ex. Davidov et al. (2015) The comparability of measurements of attitudes toward immigration in the European Social Survey
10 The relationship between education and attitudes towards migration What mechanisms determine an education gradient in attitudes towards immigrants and migration? Economic channels Socialisation processes Knowledge and skills
11 Economic channel The role of labour markets Immigrants generally have low levels of educational attainment and qualifications are not easily recognised in host countries Better skilled for the jobs they find Increased supply of labour at the bottom end of the distribution Threat for the poorly qualified, benefit for the highly qualified.
12 Economic channel Fiscal implications - benefit vs. burden Contributions to welfare systems and benefits from welfare provision (Low-paid jobs financial contributions in progressive tax systems small, but additional?) Greater likelihood of being unemployed, larger family units with young dependents, health problems (Unemployment benefits, Child and family benefits, healthcare costs) But who among natives bear the cost? If tax progressive and no crowding out of public services highly educated, if crowding out poorly educated
Satisfaction with the state of the economy 13 Attitudes towards migrants based on perceptions of the state of the economy Completely satisfied 9 8 7 6 5 4 3 2 1 Norway Switzerland Sweden R² = 0.32 Germany Belgium Netherlands United Kingdom Israel Estonia Poland Czech Republic Russian Federation Lithuania Iceland Slovak Republic France Hungary Albania Ireland Slovenia Italy Portugal Spain Bulgaria Ukraine Completely dissatisfied 0 0 1 2 3 4 5 6 7 Bad for the economy Perceptions on the economic value of migrants Good for the economy
Contribution of migrants to cultural life... 14 Attitudes towards migrants based on perceptions of the state of the education system Enriched 9 8 7 6 5 4 3 Russian Federation Slovak Republic United Kingdom Switzerland Norway Iceland R² = 0.26 Belgium Czech Republic Ireland Netherlands France Estonia Sweden Israel Lithuania Germany Kosovo Poland Italy Slovenia Hungary Albania Portugal Spain Ukraine Bulgaria 2 1 Undermined 0 0 1 2 3 4 5 6 7 8 Perception of the state of the education system... Extremely bad Extremely good
15 Socialisation processes The role of personal interactions and exchanges Interactions can be conducive to more or less positive attitudes depending on context Concentration of disadvantage Geographical mobility Intergenerational transmission
Hong Kong-China Germany Argentina Switzerland Slovenia Israel Netherlands New Zealand Belgium United States France Spain OECD average Luxembourg Kazakhstan Austria United Kingdom Australia Sweden Macao-China Norway Italy Canada Greece Qatar United Arab 16 Percentage of immigrant students in schools where at least half of the students are immigrants 100 95 90 85 80 75 70 65 60 55 50 Source: PISA 2012.
17 Knowledge and skills Knowledge Knowledge acquired in education during advanced courses Knowledge acquired daily through news (selection mechanisms) Cognitive and metacognitive abilities Information processing skills Evaluating reliability of sources Evaluating different points of view Flexibility
18 Education policy and migration Attitudes towards diversity (along N dimensions) as a goal for education systems? Education policy and integration of immigrants
Mexico Brazil Argentina Costa Rica Greece Kazakhstan Sweden Jordan Chile France Montenegro Slovenia Italy Spain Iceland Serbia Norway Qatar Belgium Portugal OECD average Croatia Austria Germany Russian Federation United States Israel Luxembourg Netherlands Switzerland Czech Republic United Arab United Kingdom Liechtenstein Ireland New Zealand Shanghai-China Australia Canada Macao-China Hong Kong-China Singapore 19 Immigrant students performance in mathematics Mean score 700 First-generation Non-immigrant Second-generation 600 500 400 300
20 Immigrant students performance in mathematics, by country of origin and destination First-generation immigrants' score, after accounting for socio-economic status Second-generation immigrants' score, after accounting for socio-economic status Students from Arabic-speaking countries in: Netherlands United Arab Emirates Qatar Students from Iraq in: Netherlands Students from China in: Hong Kong-China New Zealand Macao-China Australia Students from Albania in: Greece Switzerland Austria Montenegro Students from Bosnia and Herzegovina in: Germany Croatia Austria Montenegro Students from the Russian Federation in: Latvia Israel Austria Czech Republic Kyrgyzstan 300 350 400 450 500 550 600 PISA score points in mathematics
21 Percentage of students with an immigrant background who reported that they feel like they belong at school Students from Arabic speaking countries in: Netherlands United Arab Emirates Qatar Students from Iraq in: Students from China in: New Zealand Australia Hong Kong-China Macao-China Students from Albania in: Greece Switzerland Students from Bosnia and Herzegovina in: Austria Croatia Montenegro Students from the Russian Federation in: Latvia Students from Turkey in: Austria Netherland Switzerland Germany Belgium Sense of belonging 50 55 60 65 70 75 80 85 90 95 100 %
Shanghai-China Peru Colombia Mexico Brazil Belgium Switzerland Liechtenstein Sweden Portugal France Spain Netherlands Austria Italy Iceland Estonia Norway Greece Slovenia Germany OECD average Czech Republic Russian Federation Argentina Costa Rica Chile Latvia Luxembourg Croatia United Kingdom Turkey Ireland Malaysia Kazakhstan Lithuania Chinese Taipei New Zealand Canada Slovak Republic Singapore Hong Kong-China Hungary Serbia United States Jordan Israel Montenegro Macao-China Thailand Australia United Arab Emirates Qatar 22 Reduction in performance gap in mathematics after accounting for differences in socio-economic status Difference in mathematics performance between non-immigrant and immigrant students Score-point difference 150 After accounting for socio-economic status Before accounting for socio-economic status 100 50 0-50 -100
Slovenia Serbia Germany Portugal Austria Italy OECD average (12) Ireland Belgium Luxembourg Slovak Republic Canada Latvia Hong Kong- China Singapore 23 Percentage of students who do not speak the language of assessment at home and who participate in at least two hours of training per week to improve their skills in the language of assessment All students Between 0 and 4 years old when arrived 10 years old or more when arrived % 70 60 50 40 30 20 10 0
Korea Singapore Ireland Canada Italy Hong Kong-China Belgium OECD average Germany Austria Slovenia Latvia Slovak Republic Portugal Serbia Luxembourg 24 Percentage of students who speak their heritage language % 100 90 80 70 60 50 40 30 20 10 0 With their classmates With their mother
Netherlands Australia Latvia Singapore United States Czech Republic Poland Norway Slovak Republic Iceland Estonia Serbia Malaysia Japan Sweden Croatia France Israel Bulgaria Portugal Korea Spain Romania Chile Italy Mexico Brazil 25 % 50 45 Percentage of lower secondary teachers indicating they have a high level of need for professional development in the area of teaching in a multicultural or multilingual setting. 40 35 30 25 20 15 10 5 0 Source: OECD TALIS Database.
Montenegro Macao-China Poland Chinese Taipei Czech Republic Shanghai-China Costa Rica Turkey Japan Kazakhstan Hong Kong-China Peru Tunisia United Kingdom Netherlands Portugal Colombia Slovak Republic Brazil Romania Canada Uruguay Chile Argentina Israel Australia Hungary Mexico Ireland OECD average Italy New Zealand Sweden Austria Bulgaria Luxembourg United Arab Emirates Jordan Croatia United States Spain Thailand Viet Nam Norway Slovenia Germany Singapore Switzerland Malaysia Iceland Greece Indonesia France Belgium Qatar 26 Percentage of students in schools where the principal reports that ethnic diversity hinders learning % Avantaged schools Disadvantaged schools All schools 25 20 15 10 5 0
27 Relationship between the percentage of immigrant students and a school system s average performance in reading Mean score Reading performance - all immigrants 600 R² = 0.03 550 500 450 400 350 Hong Kong-China Netherlands Singapore Switzerland Ireland OECD average Canada Liechtenstein Estonia Germany Australia Norway Belgium France New Zealand 2 6 9 1 Latvia 4 7 Austria Croatia United States 3 5 8 Israel Iceland 10 Lithuania Russian Federation Argentina Costa Rica Serbia Mexico Montenegro Malaysia Jordan Kazakhstan 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Hungary Czech Republic Portugal Italy Slovenia Spain Greece United Kingdom Sweden Luxembourg United Arab Emirates Qatar Macao-China 0 10 20 30 40 50 60 70 Percentage of immigrant students
Croatia Montenegro Chile Costa Rica Kazakhstan Serbia Macao-China Jordan Russian Federation Argentina Hong Kong-China Mexico Brazil Australia Liechtenstein Shanghai-China Portugal Spain United Arab Emirates Belgium Ireland New Zealand Qatar Greece Switzerland France Canada OECD average United Kingdom Netherlands Luxembourg Germany Austria United States Italy Norway Singapore Israel Sweden Slovenia Czech Republic Iceland 28 Percentage of immigrant students who do not speak the language of assessment at home % 100 90 80 70 60 50 40 30 20 10 0 First-generation immigrant Second-generation immigrant
29 Individual reports on whether the country is made a worse or better place to live by immigrants Iceland Sweden Albania Poland Norway Ireland Netherlands Switzerland Germany Spain Bulgaria Average Lithuania Estonia Slovenia United Kingdom Belgium Israel France Hungary Czech Republic Italy Slovak Republic Portugal Russian Federation 0 1 2 3 4 5 6 7 8 9 10 Worse place Source: European Social Survey 2012. Mean score Better place
Hungary Israel (0.69) Czech Republic (0.35) Portugal United Kingdom (0.21) Slovenia (-0.17) Average (-0.03) France (-0.12) Ireland (0.07) Spain (-0.38) Netherlands Switzerland Belgium (-0.18) Italy Poland (-0.43) Norway (-0.1) Germany (-0.27) Sweden (-0.22) 30 Allow many or few immigrants from poorer countries outside of Europe Allow few 4.00 2012 2000 3.50 3.00 2.50 2.00 1.50 Allow many 1.00 Source: European Social Survey.
Sweden Norway Germany Poland Netherlands Switzerland Ireland Belgium Spain France Italy Slovenia Average United Portugal Czech Hungary Israel 31 Allow many/few immigrants of different or same race/ethnic group from majority Allow few 4.0 Same 2012 Different 2012 Same 2000 Different 2000 3.5 3.0 2.5 2.0 1.5 1.0 Allow many Source: European Social Survey.
Slovak Republic Italy Slovenia Belgium Serbia Portugal Hong Kong-China 32 Participation in heritage-culture celebrations and happiness at school Heritage-culture celebration % 95 90 85 80 75 70 65 60 55 Does not participate in and enjoy celebrations Participates in and enjoys celebrations 50
33 Schools can.. Provide opportunities for young people to learn about global developments that affect the world and their lives Teach students how they can develop a factbased and critical worldview of today Equip students with the means to access and analyse a broad range of cultural practices and meanings Engage students in experiences that facilitate international and intercultural relations Promote the value of diversity, which in turn encourages sensitivity, respect and appreciation.
34 Thank you! Francesca.Borgonovi@oecd.org