Family, school, neighbourhood or all three: Differences in tertiary educational achievement among the Russian ethno-linguistic minority in Tallinn Urban Region, Estonia

Abstract

Labour market outcomes of ethnic minorities tend to be lower compared to members of the majority population. Better education obtained in the host country has the potential to mitigate such ethnic labour market disadvantage. In this study, we will focus on the role of family, neighbourhood and school characteristics in the achievement of tertiary education among the minority population. Our empirical context is the capital city of Estonia, Tallinn, and its wider urban region. Tallinn Urban Region makes for an interesting case because of the high share of the minority population, modest immigration over the past three decades, and high levels segregation in different life domains, in neighbourhoods, schools and on the labour market. We apply a longitudinal study design to examine the factors that are related to the achievement of tertiary education among second and third generation immigrants. We find that studying in schools together with majority population students is associated with obtaining a university degree, when controlling for parental characteristics. However, levels of ethnic segregation in the childhood neighbourhood are not related to achieving tertiary education when living in a neighbourhood with a higher share of tertiary-educated people. Also, a higher level of social integration among minority children, but not immigrant generation, is positively associated with achieving tertiary education.
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