The findings suggest how schools can reduce achievement gaps through improving intergroup relations. Our studies show that both (1) intergroup contact experiences and (2) intergroup ideologies affect achievement – either directly or through the interplay of (3) acculturation-norms, defined as shared views on acculturation in social groups, with individual acculturation-orientations. We discuss longitudinal, multi-group, multi-level and experimental evidence of the up- and downsides of integration for minority inclusion and success in European societies. Looking beyond individual differences in acculturation-orientations, this review shifts focus to the intergroup context of minority acculturation and achievement. But findings from Europe are inconclusive. Acculturation researchers often find an adaptive advantage for minority youth with an integration-orientation (combining both cultures). Our research contextualises the achievement gap by examining minority acculturation experiences in daily intergroup contact across different intergroup contexts. Children of immigrants are at risk of underachieving in school with long-lasting consequences for future life-chances.
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