The ‘acting native’ hypothesis: Evidence from classrooms in four European countries
研究了欧洲移民背景学生是否因同伴压力而避免表现出多数群体的典型行为（如学业优秀），发现支持该假说的证据混杂且依赖模型。
In analogy to the controversial ‘acting White’ narrative for racial achievement gaps among US children, I explore whether migrant background pupils in Europe are exposed to similar social pressure by their peers not to adopt behaviours perceived to be typical of the majority group, notably doing well in school. Leveraging comprehensive longitudinal data on classroom interactions and several proxies for academic achievement, including predetermined measures of ability, I find mixed and model-dependent evidence in support of this ‘acting native’ hypothesis in the European context.