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Spörlein, C., & Schlueter, E. (2019). Verschiedene Messinstrumente, übereinstimmende Ergebnisse? Die Konsequenzen unterschiedlicher ALLBUS-Fragevarianten für die Analyse interethnischer Kontakte. In O. Hochman, P. Sieger, & S. Schulz (Eds.), Einstellungen und Verhalten der deutschen Bevölkerung: Analysen mit dem ALLBUS (pp. 269–287). Springer VS. https://doi.org/10.1007/978-3-658-21999-4_9

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Fischer-Neumann, M. (2017). Social identities of immigrants: bridges or barriers for their attitudinal integration into politics in Germany?. opus.

Spörlein, C., Mouw, T., & Martinez-Schuldt, R. (2017). The interplay of spatial diffusion and marital assimilation of Mexicans in the United States, 1980–2011. Journal of Ethnic and Migration Studies, 43(3), 475–494. https://doi.org/10.1080/1369183X.2016.1185940

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Gresch, C., & Kristen, C. (2011). Staatsbürgerschaft oder Migrationshintergrund? Ein Vergleich unterschiedlicher Operationalisierungsweisen am Beispiel der Bildungsbeteiligung. Zeitschrift für Soziologie, 40(3), 208–227. https://doi.org/10.1515/zfsoz-2011-0303

Kalter, F., Granato, N., & Kristen, C. (2011). Die strukturelle Assimilation der zweiten Migrantengeneration in Deutschland: Eine Zerlegung gegenwärtiger Trends. In R. Becker (Ed.), Integration durch Bildung: Bildungserwerb von jungen Migranten in Deutschland (pp. 257–289). Springer. https://doi.org/10.1007/978-3-531-93232-3_11

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Dollmann, J., & Kristen, C. (2010). Herkunftssprache als Ressource für den Schulerfolg? Das Beispiel türkischer Grundschulkinder. Zeitschrift für Pädagogik, 55, 123–146.

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Kristen, C. (2008b). Schulische Leistungen von Kindern aus türkischen Familien am Ende der Grundschulzeit: Befunde aus der IGLU-Studie. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 48, 230–251.

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