Teaching Tolerance in a Globalized World by Andrés Sandoval-Hernández Maria Magdalena Isac & Daniel Miranda

Author:Andrés Sandoval-Hernández, Maria Magdalena Isac & Daniel Miranda
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

5.3 Methods

5.3.1 Data

The principal data are taken from the International Civic and Citizenship Education Study (ICCS) 2009 (for the specific description of this dataset see Chap. 2 in this volume). The final sample used for the analyses included in this chapter shows small variations from the original dataset.

5.3.2 Variables

Dependent Variables

In order to account for the immigrant status of the students, we analyzed the responses from the ICCS 2009 student questionnaires. In this questionnaire, three items ask about the immigration status of: (1) the student, (2) the mother or female guardian of the student, and (3) the father or male guardian of the student. The combination of possible responses to these items results in four types of students: (1) non-immigrant students, (2) students with one or two immigrant parents, but born in the country of destination (second-generation immigrants), (3) students born outside the country, but whose parents were born in the country of destination (first-generation immigrant, with non-immigrant parents), and (4) students born outside the country and with parents from other countries (first-generation immigrant, with immigrant parents).

In this way, we attempted to capture the discussion about the differentiated effects of first and second-generation immigration (Portes and Rumbaut 2001; Van Ours and Veenman 2003). However, considering the distribution of these “types” of immigration (see Fig. 5.1), we used a dichotomous variable to identify the immigrant students for the analyses involving the segregation index and multilevel models (where 0 indicates a non-immigrant student and 1 an immigrant student).

Fig. 5.1Distribution of non-immigrant and immigrant students

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