The article is based on a quantitative survey among 950 girls and young women aged 15 to 21 with a migration background living in Germany. Through a secondary analysis of the data the correlation of ethnic identity and performance in education was investigated. In the explorative empirical analyses ethnic identity was regarded and used as a multi-dimensional construct. This reveals simultaneity in orientations towards Germany and/or the home-country with different effects on the participation in education. Amongst others ethnic orientation could be identified as positive effects on performance in education.