This thesis focuses on the relationship between ethnic composition and both schooling outcomes and classroom behaviour, making the crucial distinction between the share of migrant-origin students and ethnic diversity. Ethnic school composition is seen as one of the explanations for the inequality of school performance between native- and migrant-origin students in Western societies. Although the use of the concept migrant origin is contested concept, the relationship between ethnic school composition and school performance is of interest to policymakers and social scientists in both the United States and Europe.
