From Parent to Child? Transmission of Educational Attainment Within Immigrant Families: Methodological Considerations

Social Mobility Across the Pacific: An Analysis of Japanese Americans in the Continental United States

The impact of immigrant parents' premigration family background on their second-generation children residing in destination countries remains underexplored in the literature on historical social mobility. Using multigenerational historical survey records from the Japanese American Research Project, this study investigates the influence of premigration socioeconomic and cultural background of Japan-born grandparents and parents on the social mobility of second-generation Japanese Americans born in the continental United States in the early twentieth century. The analysis reveals the enduring effects of family premigration socioeconomic status, as indicated by occupation and education, and culture conducive to upward mobility, proxied by samurai ancestry, on second-generation Japanese Americans' educational and income levels. These effects may extend back to their nonmigrant grandparents and possibly contrast with their European second-generation immigrant counterparts, who typically experienced upward mobility regardless of their family background. The results point to the critical role of origin-country socioeconomic status and culture in immigrant social mobility research, particularly for populations whose negative reception has hindered their resource access in their new countries.

Explaining the attainment of the second-generation: When does parental relative education matter?

How can we understand unexplained variation in the educational outcomes of the children of immigrants? A growing literature posits that standard educational transmission models fail to explain national origin differences in attainment because they ignore immigrant selectivity - the degree to which immigrants differ from non-migrants in their sending countries. The immigrant selectivity hypothesis is usually tested using indicators of parents' relative or "contextual" educational attainment, measuring their rank in the educational attainment distribution of their country of origin. However, using this proxy, current support for the hypothesis is mixed. We outline three conditions for the use of educational selectivity as a proxy for relative social positioning among the children of immigrants. We test our conditions using an adult and a youth sample from a large household panel survey in the UK. We supplement our analyses by exploring relative education data from prior research on Italy, France and the United States. Triangulating these varied sources, we illustrate cases when our three conditions do and do not hold, providing evidence from the UK and other contexts. We provide guidelines on the use of relative education as a measure of relative social standing in cross-national research as well as an assessment of the immigrant selectivity hypothesis in explaining second-generation educational outcomes.

Horizontal Advantage: Choice of Postsecondary Field of Study Among Children of Immigrants

Educational expansion has raised the influence of sorting across postsecondary educational fields on children's future life chances. Yet, little is known about horizontal ethnic stratification in the choice of field of study among children of immigrant parents, whose parents often have moderate absolute levels of education relative to native-born parents but tend to be positively selected on education relative to nonmigrants in the origin country. Using rich administrative data from Norway, we study the educational careers of immigrant descendants relative to the careers of children of native-born parents. Our results show that children of immigrants from non-European countries have a higher likelihood of entering higher education and enrolling in high-paying fields of study compared with children of natives, despite having poorer school grades and disadvantaged family backgrounds. However, immigrant parents' positive selectivity provides limited insight into why children of immigrants exhibit high ambitions later in their postsecondary educational careers. These findings document a persistent pattern of horizontal ethnic advantage in postsecondary education in which ambitious children of immigrants are more likely to enter into more prestigious and economically rewarding fields of study than their fellow students with native-born parents.

Do immigrants benefit from selection? Migrant educational selectivity and its association with social networks, skills and health

Recent scholarship suggests that immigrant selectivity - the degree to which immigrants differ from non-migrants in their sending countries - can help us understand their labour market outcomes in the receiving country. The selectivity hypothesis rests on three assumptions: first, that immigrants differ from non-migrants in their observed characteristics, such as education; second, that there is an association between such observed selection and (usually) unobserved characteristics, and third that this association drives positive relationships between observed selection and immigrant outcomes. While there is some evidence for a relationship between the degree of immigrants' selectivity and their children's outcomes, a comprehensive assessment of these assumptions for immigrants' own labour market outcomes remains lacking. We use high-quality, nationally representative data for the UK, with large numbers of immigrants from a wide range of different origins and with a rich set of measures of networks, traits and characteristics, as well as economic outcomes, not typically found in surveys of immigrants. This enables us to conduct a comprehensive assessment of the selectivity hypothesis and its assumptions. We find that immigrants to the UK are on average positively selected on educational attainment. However, counter to theoretical assumptions, educational selection has little association with labour market outcomes: it is not or negatively associated with employment; and it is only associated with pay for those with tertiary qualifications and with occupational position for women. We show that the general lack of economic benefits from selection is consistent with an absence of association between educational selectivity and (typically unobserved) mechanisms assumed to link selection and labour market outcomes: social networks, cognitive and non-cognitive skills, and mental and physical health. We contextualise our findings with heterogeneity analysis by migration regime, sending country characteristics, level of absolute education and location of credential.

Socialization Disrupted: The Intergenerational Transmission of Political Engagement in Immigrant Families

In this article, we examine the political socialization process in immigrant families based on the UK Household Longitudinal Study (UKHLS). We find that international migration disrupts the intergenerational transmission of political engagement: associations between voting, political interest, and parent and child socioeconomic status are weaker in immigrant families than in families without a migration background. In particular, the voting behavior of immigrants and their children in particular is only partially explained by standard models of political socialization. In contrast, characteristics specific to the international migration process, including sending country experiences, characteristics of the migration journey, and the pathway to citizenship are critical determinants of voting for immigrant parents, and through political socialization, for their UK-raised children.

The Life Course Origins of the Immigrant Advantage? Parental Nativity, Parental Education, and Academic Achievement Gaps From Kindergarten to High School in the United States

In the United States, there is a wide academic achievement gap, beginning in early childhood, between children with more and less educated parents. However, we know little about the differences in size and trajectories of achievement gaps associated with parental education and nativity. Drawing on two US education datasets that enable me to follow a cohort of children from kindergarten to high school, I estimate the size and trajectories of standardized test-score gaps associated with parental education, separately for children of native-born and immigrant parents. I find that the test-score gap between children with more and less educated native-born parents stays wide and stable from kindergarten entry to high school. In contrast, the test-score gap between children with more and less educated immigrant parents is narrower in kindergarten because of higher achievement of children with less educated immigrant parents, compared to their counterparts with less educated native-born parents. Moreover, the gap between more and less educated immigrant parents further narrows in their early life course because the achievement of children with less educated immigrant parents improves relative to children with more educated immigrant parents. Differences by parental nativity in the size and trajectories of achievement gaps associated with parental education can be partially explained by the fact that children with less educated immigrant parents have relatively greater resources than their peers with less educated native-born parents from early in life. My findings provide evidence that the "immigrant advantage" in academic achievement, a common finding in the literature on immigrant education in the United States, originates early in the life course.

U.S. Occupational Mobility of Children of Immigrants Based on Parents' Origin-Country Occupation

This study provides a national-level assessment of occupational mobility and early-career attainment of children of immigrants based on parents' origin-country occupation. Exploiting unique aspects of the Educational Longitudinal Study, we examine how parent-child U.S. intergenerational occupational mobility patterns and child occupational attainment differ based on parental premigration occupational status (i.e., low- vs. high-skilled) and parental postmigration occupational mobility (i.e., upward, same, or downward). Our results suggest misestimation in intergenerational mobility research if parents' origin-country occupation is excluded. Including parents' origin-country occupation, we find that the children of immigrants are recovering from instances of parental occupational downgrading, building on parental advances, and advancing where parents could not. Furthermore, most children of immigrants do as well or better occupationally than children of non-Hispanic White natives. Strong educational investments help explain this advantage, particularly for children of high-skilled immigrants. However, results indicate that all children of immigrants would attain even more if they faced fewer postmigration barriers, especially children of low-skilled immigrants. These results advance immigrant selection and assimilation theories by demonstrating how pre- and postmigration factors influence occupational attainment of children of immigrants.

New evidence of generational progress for Mexican Americans

U.S.-born Mexican Americans suffer a large schooling deficit relative to other Americans, and standard data sources suggest that this deficit does not shrink between the 2nd and later generations. Standard data sources lack information on grandparents' countries of birth, however, which creates potentially serious issues for tracking the progress of later-generation Mexican Americans. Exploiting unique NLSY97 data that address these measurement issues, we find substantial educational progress between the 2nd and 3rd generations for a recent cohort of Mexican Americans. Such progress is obscured when we instead mimic the limitations inherent in standard data sources. Similar patterns emerge for cognitive test scores and for annual earnings.

Class Background, Reception Context, and Intergenerational Mobility: A Record Linkage and Surname Analysis of the Children of Irish Immigrants

Proponents of restrictive immigration policies often claim that families arriving with fewer skills and resources will struggle economically. This claim is challenging to test as lower-skilled migrants also tend to face greater discrimination, exclusion, and obstacles in the United States. I use unique multigenerational data on Irish Americans in the early-twentieth century, before and after migration, to directly study how the economic origins of Irish families and the reception context they faced in the United States affected economic attainment in the second generation. This analysis finds weak associations between economic background in Ireland and second-generation earnings in the United States. The schooling context and ethnic communities of settlement locations in the United States, in contrast, have strong effects on the second generation. These findings indicate that the experiences of immigrant families in the United States may be more important for second-generation attainment than the skills and resources brought from the origin country in the immigrant generation.

Reconceptualizing Context: A Multilevel Model of the Context of Reception and Second‐Generation Educational Attainment

This paper seeks to return scholarly attention to a core intellectual divide between segmented and conventional (or neo‐)assimilation approaches, doing so through a theoretical and empirical reconsideration of contextual effects on second‐generation outcomes. We evaluate multiple approaches to measuring receiving country contextual effects and measuring their impact on the educational attainment of the children of immigrants. We demonstrate that our proposed measures better predict second‐generation educational attainment than prevailing approaches, enabling a multilevel modeling strategy that accounts for the structure of immigrant families nested within different receiving contexts.

Social Reproduction of Religiosity in the Immigrant Context: The Role of Family Transmission and Family Formation — Evidence from France

This paper compares two aspects of the social reproduction of religion: parent-to-child transmission, and religious homogamy. Analysis of a survey of immigrants in France shows that for parent-to-child transmission, immigrant status/generation is not the central variable — rather, variation is across religions with Muslim families showing high continuity. Immigrant status/generation does directly matter for partner choice. In Christian and Muslim families alike, religious in-partnering significantly declines in the second generation. In turn, the offspring of religiously non-homogamous families is less religious. For Muslim immigrants this points to the possibility of a non-trivial decline in religiosity in the third generation.

Age at Immigration and the Educational Attainment of Foreign-Born Children in the United States

A substantial empirical literature confirms an educational disadvantage for foreign-born children that arrive in their host countries at older ages. In the presence of a negative correlation between parental education and age at immigration, estimates of the educational attainment age at immigration gradient, neglecting controls for parental education, will tend to overestimate this disadvantage. The results indicate a considerable overestimation (up to almost 28%) of the disadvantage for immigrant children that arrive at older ages. Moreover, a considerable portion (69%) of the total bias associated with omitted controls for parental education reflects the non-random educational selection of immigrant parents across the age at immigration distribution.

How Schools Can Promote Healthy Development for Newly Arrived Immigrant and Refugee Adolescents: Research Priorities

BACKGROUND

The US education system must find creative and effective ways to foster the healthy development of the approximately 2 million newly arrived immigrant and refugee adolescents, many of whom contend with language barriers, limited prior education, trauma, and discrimination. We identify research priorities for promoting the school success of these youth.

METHODS

The study used the 4-phase priority-setting method of the Child Health and Nutrition Research Initiative. In the final stage, 132 researchers, service providers, educators, and policymakers based in the United States were asked to rate the importance of 36 research options.

RESULTS

The highest priority research options (range 1 to 5) were: evaluating newcomer programs (mean = 4.44, SD = 0.55), identifying how family and community stressors affect newly arrived immigrant and refugee adolescents' functioning in school (mean = 4.40, SD = 0.56), identifying teachers' major stressors in working with this population (mean = 4.36, SD = 0.72), and identifying how to engage immigrant and refugee families in their children's education (mean = 4.35, SD = 0.62).

CONCLUSION

These research priorities emphasize the generation of practical knowledge that could translate to immediate, tangible benefits for schools. Funders, schools, and researchers can use these research priorities to guide research for the highest benefit of schools and the newly arrived immigrant and refugee adolescents they serve.

Patients' perception of differences in general practitioners' attitudes toward immigrants compared to the general population: Qualicopc Slovenia

INTRODUCTION

Globally, the number of immigrants is rising every year, so that the number of immigrants worldwide is estimated at 200 million. In Slovenia, immigrants comprise 6.5% of the overall population. Immigrants bring along to a foreign country their cultural differences and these differences can affect immigrants' overall health status and lead to chronic health conditions. The aim of this study was to identify patients' perception of general practitioners' (GPs') attitudes toward immigrants in Slovenia.

METHODS

This study was based on the Qualicopc questionnaire. We used the questions that targeted patients' experience with the appointment at their GP on the day that the study was carried out.

RESULTS

There were no differences in GPs' accessibility based on groups included in our study (p>0.05). Compared to the non-immigrant population, first-generation immigrants answered that their GPs were impolite (p=0.018) and that they did not take enough time for them (p=0.038). In addition, they also experienced more difficulties understanding their GP's instructions (p<0.001). Second-generation immigrants experienced more negative behaviour from GPs, and first-generation immigrants had more difficulties understanding GPs' instructions.

CONCLUSION

There may be some differences in patients' perception of GPs' attitudes towards immigrants in comparison with the general Slovenian population. However, based on the perception of the immigrants that do benefit from the medical care it is not possible to judge the GPs' attitudes towards immigrants as worse compared to their attitude towards the non-immigrant population. Indeed, there may be other reasons why the patients answered the way they did.