Role of school wellbeing, personality traits, parental involvement and family norms in relation to immigrant–native educational gaps. A longitudinal study from Denmark.

This study leverages a unique combination of PISA survey data and Danish registry data to explore the educational gaps in Denmark between adolescents with native and non-Western immigrant backgrounds, focussing on personality traits, school wellbeing, parental involvement and family norms. The study investigates gaps in GPA at age 16 and in length of final education at around age 30. Key findings indicate that parental involvement and family norms significantly mediate the immigrant–native GPA gap, while personality traits do not significantly explain the immigrant–native gaps. Furthermore, the immigrant–native gap in length of final education at age 30 is more than fully explained when accounting for adolescence socio-economic characteristics and parental expectations and involvement. [ABSTRACT FROM AUTHOR]