A multilevel analysis of factors influencing teenagers’ identification with Europe: the effects of migration and learning opportunities

Abstract The European Union (EU) faces challenges that affect its persistence, including the revival of national populism in many EU member states. Studies have shown individuals with immigration histories identify less strongly Europe than without histories. Therefore, fostering a strong identification is more relevant ever. This paper will explore possible historical roots different levels and examine if differing access to learning opportunities can explain difference. Drawing on data from German sample International Civic Citizenship Study 2016, this aims determine relevance individual variables for development students’ Europe. Multilevel analyses at classroom level were conducted introducing independent variables. Results show having no history outside EU, being Christian or atheist, about school are predictors stronger effect an loses significance when socio-economic status composition entered into model. We conclude differences not due opportunities, but likely personal characteristics.