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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Seabra, T. & Mateus, S. (2011). School achievement, social conditions and ethnicity: Immigrants’ children in basic schooling in Portugal. Portuguese Journal of Social Science. 10 (1), 73-86
Exportar Referência (IEEE) 
T. D. Almeida and S. C. Gomes,  "School achievement, social conditions and ethnicity: Immigrants’ children in basic schooling in Portugal", in Portuguese Journal of Social Science, vol. 10, no. 1, pp. 73-86, 2011
Exportar BibTeX 
@article{almeida2011_1731878690971,
	author = "Seabra, T. and Mateus, S.",
	title = "School achievement, social conditions and ethnicity: Immigrants’ children in basic schooling in Portugal",
	journal = "Portuguese Journal of Social Science",
	year = "2011",
	volume = "10",
	number = "1",
	doi = "10.1386/pjss.10.1.73_1",
	pages = "73-86",
	url = "http://www.ingentaconnect.com/content/intellect/pjss/2011/00000010/00000001/art00005"
}
Exportar RIS 
TY  - JOUR
TI  - School achievement, social conditions and ethnicity: Immigrants’ children in basic schooling in Portugal
T2  - Portuguese Journal of Social Science
VL  - 10
IS  - 1
AU  - Seabra, T.
AU  - Mateus, S.
PY  - 2011
SP  - 73-86
SN  - 1476-413X
DO  - 10.1386/pjss.10.1.73_1
UR  - http://www.ingentaconnect.com/content/intellect/pjss/2011/00000010/00000001/art00005
AB  - Family conditions, such as social class, ethnicity, or the educational capital within the family are significant criteria for social differentiation in teaching-learning systems, but how and to what extent do these characteristics influence the trajectories of pupils originating from migratory movement? The data presented here results from two research projects that analysed the school trajectory of pupils of immigrant descent in 2001 and 2008 in basic education (ISCED 1 and 2) in comparison with their native peers. The findings of both studies indicate that when socio-demographic variables are controlled, national origin has no greater impact on the school pathways of the pupils surveyed than other variables. In contrast, the educational qualifications of the pupils’ parents and their insertion in the social class structure play a far more important role in shaping school performance.
ER  -