Parents and children talk: the family dynamics of English language proficiency

This paper extends the analysis of the acquisition of destination language proficiency among immigrants by explicitly incorporating dynamics among family members— mother, father and children. Single equation, bivariate, and four-state (multivariate) probit analyses are employed. Immigrant English language skills are greater the younger the age at migration, the longer the duration of residence, the higher the level of education, and for immigrants not from Asia. Large positive correlations in the unmeasured determinants of proficiency exist between spouses, between siblings, and between parents and children, although the latter relationship is stronger for the mother

Social Contacts, Dutch Language Proficiency and Immigrant Economic Performance in the Netherlands

Using longitudinal data on immigrants in the Netherlands for the years 1991, 1994, 1998, 2002, we examined the impacts of social contacts and Dutch language proficiency on adult foreign-born men’s earnings, employment and occupational status. The main conclusions are as follows. On average, social contacts and a good mastery of the Dutch language enhance immigrants’ economic performances. The effects are stronger for immigrants with low-skilltransferability than for immigrants with high-skill-transferability, and are stronger for economic migrants than for non-economic migrants. Contact with Dutch people and Dutch organisations unambiguously enhances all aspects of immigrants’ economic performance, however, we found no evidence for the positive effect of co-ethnic contact on employment status

Why are migrant students better off in certain types of educational systems or schools than in others?

The main research question of this paper is the combined estimation of the effects of educational systems, school composition, track level, and country of origin on the educational achievement of 15-year-old migrant students. We focus specifically on the effects of socioeconomic and ethnic background on achievement scores and the extent to which these effects are affected by characteristics of the school, track, or educational system in which these students are enrolled. In doing so, we examine the ‘sorting’ mechanisms of schools and tracks in highly stratified, moderately stratified, and comprehensive education systems. We use data from the 2006 Programme for International Student Assessment (PISA) wave. Compared with previous research in this area, the paper’s main contribution is that we explicitly include the tracks-within-school level as a separate unit of analyses, which leads to less biased results concerning the effects of educational system characteristics. The results highlight the importance of including factors of track level and school composition in the debate surrounding educational inequality of opportunity for students in different education contexts. The findings clearly indicate that the effects of educational system characteristics are flawed if the analysis only uses a country- and a student level and ignores the tracks-within-school level characteristics. From a policy perspective, the most important finding is that educational systems are neither uniformly ‘good’ nor ‘bad’, but they can result in different consequences for different migrant groups. Some migrant groups are better off in comprehensive systems, while others are better off in moderately stratified systems

Immigration: What about the children and grandchildren?

Intergenerational immigrant integration is central to the economic growth and social development of many countries whose populations comprise a substantial share of the children and grandchildren of immigrants. In addition to basic demographics, relevant economic theories and institutional features are surveyed to assist in understanding these phenomena. Building on this foundation, educational and labor market success across the immigrant generations are reviewed, and then studies on the evolution of social outcomes across those same generations are discussed. Overall, substantial cross-national heterogeneity in outcomes is observed as various sources of immigration interact with distinct national labor markets and educational/social contexts that have diverse approaches to integrating immigrants