„Students in classrooms with higher proportions of ethnic minority students show significantly lower levels of reading proficiency than students with fewer minority classmates. […] The correlation between ethnic classroom composition and reading achievement appears to be associated with language-related factors rather than with students’ ethnic origin per se.“
Julian Seuring u. a., Ethnic Classroom Composition and Minority Language Use among Classmates: Do Peers Matter for Students’ Language Achievement? In: European Sociological Review, 2020, Vol. 36, No. 6, S. 928.