School diversity climate shows no significant effect on performance for non-immigrant or second-generation students¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The effect of school diversity climate on performance is not significant for non-immigrant students nor for second-generation students, in the main models and in the multiple-imputation models. → Anatolia Batruch 2026
Evidence¶
Anatolia Batruch 2026¶
Anatolia Batruch, Nicolas Sommet, Eva G.T. Green. (2026). Teachers' immigration attitudes and students' performance. Learning and Instruction 102 (2026) 102303. https://doi.org/10.1016/j.learninstruc.2025.102303
q3 · i? · associational · r3
Fixed-effects models on PISA 2018 data; Table 2 prints non-significant SDC × 2G interactions (e.g., 0.98, 2.20, 3.13) and Table 4 confirms non-significance after multiple imputation. No effect size is printed, so impact is null; equivalence was not tested.
"The effect of school diversity climate on performance is not significant for the non-immigrant students nor for second-generation students."
Discussion¶
Related Claims¶
- The interaction between school diversity climate (aggregated teachers' immigration attitudes) and immigrant status significantly predicts performance in science, mathematics, and reading — a broader claim this one bears on
- First-generation immigrant students perform better in science, mathematics, and reading in schools where teachers hold more inclusionary immigration attitudes — related
- The climate × immigrant status interaction is robust across alternative specifications, sampling weights, and multiple imputation — related
- The achievement gap between native-born and first-generation immigrant students is smaller in schools with more inclusionary teacher immigration attitudes across all three subjects — related
- Trait resilience had a promotive role in academic performance for immigrant and non-immigrant students alike, and an additional protective effect mitigating the negative effect of school discrimination specifically among first- and second-generation immigrant students (reported by the editors, citing Huang et al.) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-climate-effect-second-generation |
title |
School diversity climate shows no significant effect on performance for non-immigrant or second-generation students |
description |
School diversity climate shows no significant effect on performance for non-immigrant or second-generation students |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — anatolia-batruch-2026 |
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