Research has made significant contributions to our understanding of ethnic disparities in educational attainment, revealing amongst others the importance of parental and residential characteristics. Mixed empirical results, however, challenge the interpretation of why some ethnic groups face more difficulties in educational success than others, upholding contextual effects as a contested and inconclusive topic. This case study scrutinises the contextual underpinnings of ethnic diversity in the educational attainment of adolescents from various ethnic populations in Belgium's largest cities. Using full population individual-level longitudinal census data (1991–2001), stratified multilevel ordinal models focus on the heterogeneous role of household characteristics – parental education and household composition – and neighbourhood characteristics – ethnic density, coethnic representation and deprivation – in young native and ethnic minority populations. While this Belgian case study shows that parental education and residential environment contribute to educational outcomes of all young adults in similar ways, it also points at two ethnic-specific dynamics. First, contextual socioeconomic advantages are accumulated to a greater extent among native adolescents. Second, coethnic residential concentration shows a positive association with educational attainment for native and European-origin children only. This paper reveals how the spatial separation of ethnic communities fosters differential opportunities for educational success, in particular for the most segregated population groups. If we want to better understand the complexities of native-origin and minority youth embarking on differential educational trajectories, our study echoes the need for considering various sociospatial contexts in which people of different ethnic communities interact.

中文翻译：

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比利时大城市本土和少数民族青年受教育程度的父母教育和邻里效应异质性

研究为我们理解教育程度方面的种族差异做出了重大贡献，揭示了父母和居住特征的重要性。然而，混合的实证结果对为什么某些族群在教育成功方面比其他族群面临更多困难的解释提出了挑战，将情境效应视为一个有争议且尚无定论的话题。本案例研究仔细研究了比利时最大城市各族裔青少年受教育程度的种族多样性的背景基础。使用完整的人口个体层面纵向人口普查数据（1991-2001），分层多级序数模型重点关注家庭特征（父母教育和家庭构成）和邻里特征（族裔密度、同族代表性和剥夺）在年轻本地和青年中的异质作用。少数民族人口。虽然这项比利时案例研究表明，父母教育和居住环境以类似的方式影响所有年轻人的教育成果，但它也指出了两个特定种族的动态。首先，本土青少年更大程度地积累了背景社会经济优势。其次，同族居住集中度仅与本土和欧洲裔儿童的教育程度呈正相关。本文揭示了种族社区的空间隔离如何促进教育成功的不同机会，特别是对于隔离最严重的人口群体而言。如果我们想更好地了解土著和少数民族青年走上差异化教育轨迹的复杂性，我们的研究呼应了考虑不同种族社区的人们互动的各种社会空间背景的需要。