'Descended from immigrants and revolutionists': how family immigration history shapes representation in Congress

Does recent immigrant lineage influence the legislative behavior of members of Congress on immigration policy? We examine the relationship between the immigrant background of legislators (i.e., their generational distance from immigration) and legislative behavior, focusing on roll-call votes for landmark immigration legislation and congressional speech on the floor. Legislators more proximate to the immigrant experience tend to support more permissive immigration legislation. Legislators with recent immigration backgrounds also speak more often about immigration in Congress, though the size of immigrant constituencies in their districts accounts for a larger share of this effect. A regression discontinuity design on close elections, which addresses selection bias concerns and holds district composition constant, confirms that legislators with recent immigrant backgrounds tend to support pro-immigration legislation. Finally, we demonstrate how a common immigrant identity can break down along narrower ethnic lines in cases where restrictive legislation targets specific places of origin. Our findings illustrate the important role of immigrant identity in legislative behavior and help illuminate the legislative dynamics of present-day immigration policy.Accepted manuscrip

No evidence for reduced Simon cost in elderly bilinguals and bidialectals

We explored whether a bilingual advantage in executive control is associated with differences in cultural and ethnic background associated with the bilinguals’ immigrant status, and whether dialect use in monolinguals can also incur such an advantage. Performance on the Simon task in older non-immigrant (Gaelic-English) and immigrant (Bengali, Gujarati, Hindi, Malay, Punjabi, Urdu-English) bilinguals was compared with three groups of older monolingual English speakers, who were either monodialectal users of the same English variety as the bilinguals or were bidialectal users of a local variety of Scots. Results showed no group differences in overall reaction times as well as in the Simon effect thus providing no evidence that an executive control advantage is related to differences in cultural and ethnic background as was found for immigrant compared to non-immigrant bilinguals, nor that executive control may be improved by use of dialect. We suggest the role of interactional contexts and bilingual literacy as potential explanations for inconsistent findings of a bilingual advantage in executive control

Educational Achievement of Immigrant Children in Western Countries: Origin, Destination, and Community Effects on Mathematical Performance

This paper explores the extent to which macro-level characteristics of destination countries, origin countries and immigrant communities can explain differences in the educational achievement of immigrant children. Using data from the 2003 PISA survey, we performed analyses on the mathematical performance of 7403 pupils with a background of immigration from 35 different origin countries in 13 Western countries of destination. Our cross-classified multilevel analyses show that cross-national and cross-group variance cannot be fully explained by compositional differences. Contextual properties of host countries, origin countries and communities also affect the educational performance of immigrant children. We show that the better educational performance of immigrant children in traditional immigrant receiving countries can be explained by strict immigration laws. We further find that the level of economic development of origin countries negatively affects immigrant children’s educational performance, and that children who have a background in more politically stable countries, perform better at school. Finally, we find that socioeconomic differences between immigrant communities and the native population and relative community size negatively affect immigrant children’s scholastic achievement.immigrant; educational achievement; cross-national comparison; PISA; origin country; destination country

Positive but also negative effects of ethnic diversity in schools on educational performance? An empirical test using cross-national PISA data.

In this inaugural lecture, I will estimate the effects on language skills of two characteristics of school populations: average/share and diversity, both on the ethnic and the sociocultural dimension. I will use the cross-national PISA 206 data, for both 15-year-old native pupils and pupils with an immigrant background. A larger ethnic diversity of schools in secondary education hampers the educational performance of both pupils with an immigrant background and native pupils, but the negative effects are smaller in education systems with little stratification and strongest in highly stratified education systems. The sociocultural diversity of schools does not have an effect on educational performance, but these effects are positive in highly stratified educational systems and negative in hardly stratified systems. However, the average parental educational level of schools is very important for the educational performance of children, and this hardly differs between education systems. A higher share of pupils with an immigrant background in a school hampers educational performance, but if these pupils have the same regional origin (Islamic countries; non-Islamic Asian countries), a higher share of pupils with an immigrant background at that school promotes educational performance. Pupils originating from Islamic countries have substantially lower language scores than equivalent pupils with an immigrant background from other regions. This cannot be explained by the individual socioeconomic backgrounds, school characteristics, or education systems.immigration; educational performance; country of origin; ethnic school diversity; social-economic school diversity; ethnic and social-economic share/average of schools; educational systems

Educational outcomes and immigrant background

This technical brief aims to answer questions such as: How do the skills and educational outcomes of foreign-born young people compare with those of the native-born? Do immigrants’ outcomes differ depending on whether they are EU foreign-born or non-EU foreign-born? How do the educational outcomes of second-generation immigrants compare with those of first-generation immigrants? How does the performance of recently arrived migrants compare with that of long-established immigrants? and with that of natives? Is there a correlation between educational outcomes and age of arrival or duration of stay? The brief thus seeks to contribute to analysis of the qualifications and skills composition of migrants in EU countries, as compared with that of their native counterparts. We take a life-cycle approach, focusing in turn on children, young adults and the overall working-age population. We start by looking at the skills of 15-year-old pupils. We then move on to the performance of young adults, in terms of a number of education-related indicators: early school leaving (ESL), young people neither in employment nor in education and training (NEETs), tertiary education attainment (TEA) and employment rate of recent graduates. Finally, we present a snapshot of the skills of the adult population. The results show that second-generation migrant students are systematically more disadvantaged than their native peers across EU countries; however, adults who arrived in the country when still young generally perform at levels closer to those of their native counterparts (or at least better than first-generation migrants), showing that education systems (including vocational training) have a key role to play in the integration process. Nonetheless, there still seems to be a significant under-used stock of migrant human capital. Being aware of this situation is crucial to putting in place policies and active measures to ensure that adult migrants are fully integrated.JRC.B.4-Human Capital and Employmen

Immigration Background and the Intergenerational Correlation in Education

This paper analyzes the degree of intergenerational education mobility among immigrant and native-born youth in Australia. We find that young Australians from non-English-speaking background (NESB) immigrant families have an educational advantage over their English-speaking background (ESB) immigrant and Australian-born peers. Moreover, while highly-educated Australian-born mothers and fathers transfer separate and roughly equal educational advantages to their children, outcomes for ESB (NESB) youth are most closely linked to the educational attainment of their fathers (mothers). On balance, intergenerational mobility in families with two highly-educated parents appears to be much the same for Australian-born and ESB families and is somewhat greater for NESB families. Finally, the greater importance that NESB mothers attribute to education appears to mitigate the educational penalty associated with socio-economic disadvantage.education, immigration, intergenerational

I’ll marry you if you get me a job: cross-nativity marriages and immigrant employment rates

This paper tests whether marriage to a native affects the probability that an immigrant is employed. We provide a theoretical background which explains how marriage to a native may positively or negatively affect an immigrant’s employment probability. Utilizing the 2000 U.S. Census, we first look at the effect of cross-nativity marriages on employment using a linear probability model. Then, we estimate a two stage least squares model instrumenting for cross-nativity marriages using local marriage market conditions. Results from a linear probability model controlling for the usual measures of human capital and immigrant assimilation suggest that marriage to a native increases the employment probability of an immigrant by approximately 5 percentage points. When controlling for the endogeneity of the intermarriage decision, marriage to a native increases the employment probability by about 11 percentage points. We provide alternative explanations and suggest policy implications

Does Immigration Affect the Long-Term Educational Outcomes of Natives? Quasi-Experimental Evidence

This paper uses the mass migration wave to Israel in the 1990s to examine the impact of immigrant concentration in elementary school on the long-term academic outcomes of native students in high school. To identify the causal effect of immigrant children on their peers, we exploit random variation in the number of immigrants across grades within the same school. The results suggest that the overall presence of immigrants had essentially no effect on the quality of the high school attended by native Israelis and on dropout rates, and at most a mild negative effect on high school matriculation rates. However, when we break up the sample by parents' education and by ethnic origin, we find that disadvantaged children were more likely to have been adversely affected by a higher immigrant concentration in elementary school. Focusing on the impact of Ethiopian immigrants who are from a much lower socio-economic background, we find stronger evidence of adverse effects, especially for disadvantaged students and in classes where immigrant concentration was particularly high.

How should we organize schooling to further children with migration background?

Educational integration of children with migration background is an important issue in the social sciences. Few studies exist that quantify the disadvantage of immigrant children in education and there has not been any attempt to identify institutional conditions of the education system that contribute to educational integration. Using data from five international student assessments, this study tries to fill that gap. First, Blinder-Oaxaca decompositions are used to allow for a comparison of (dis)integration of students with migration background across countries and time. In a second step, (dis)integration is related to institutional characteristics of the schooling system. The study shows that early education, time in school and central exams furthers integration, while social segregation of students among schools is detrimental to educational integration.Institution; Integration; Immigrant; Pisa; Timss; Education

Culture, Intermarriage, and Differentials in Second-Generation Immigrant Women's Labor Supply

We examine the impact of culture on the work behavior of second-generation immigrant women in Canada. We contribute to the current literature by analyzing the role of intermarriage in intergenerational transmission of culture and its subsequent effect on labor market outcomes. Using relative female labor force participation and total fertility rates in the country of ancestry as cultural proxies, we find that culture matters for the female labor supply. Cultural proxies are significant in explaining number of hours worked by second-generation women with immigrant parents. More importantly, we show that the impact of cultural proxies is significantly larger for women with immigrant parents who share same ethnic background than for those with intermarried parents. The fact that the effect of culture is weaker for women who were raised in intermarried families stresses the importance of intermarriage in assimilation process. Our results are robust to different specifications and estimation strategies.immigrant women, labor supply, culture, intermarriage