The Educational System and the Ethnic Skills Gap among the Working-Age Population: An Analysis of 16 Western Immigration Countries
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The Educational System and the Ethnic Skills Gap among the Working-Age Population : An Analysis of 16 Western Immigration Countries. / Heisig, Jan Paul; Schaeffer, Merlin.
I: Socius: Sociological Research for a Dynamic World, Bind 6, 1, 2020, s. 1-18.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - The Educational System and the Ethnic Skills Gap among the Working-Age Population
T2 - An Analysis of 16 Western Immigration Countries
AU - Heisig, Jan Paul
AU - Schaeffer, Merlin
PY - 2020
Y1 - 2020
N2 - Research shows that children of immigrants, the “second generation,” have comparatively high educational aspirations. This “immigrant optimism” translates into ambitious educational choices, given the second generation’s level of academic performance. Choice-driven (comprehensive) education systems, which allow the children of immigrants to follow their ambitions, are therefore regarded as facilitating their structural integration. The authors focus on an underappreciated consequence of these findings. If the second generation strives for higher qualifications than children of native-born parents with similar performance, working-age children of immigrants should have lower skills than children of native-born parents with comparable formal education. This could result in (statistical) employer discrimination and ultimately hamper integration. This pattern should be particularly pronounced in choice-driven education systems and in systems that emphasize vocational education. Two-step regression models using data on 16 countries support these expectations. The authors explore implications of these findings for comparative research on ethnic gaps in labor market attainment.
AB - Research shows that children of immigrants, the “second generation,” have comparatively high educational aspirations. This “immigrant optimism” translates into ambitious educational choices, given the second generation’s level of academic performance. Choice-driven (comprehensive) education systems, which allow the children of immigrants to follow their ambitions, are therefore regarded as facilitating their structural integration. The authors focus on an underappreciated consequence of these findings. If the second generation strives for higher qualifications than children of native-born parents with similar performance, working-age children of immigrants should have lower skills than children of native-born parents with comparable formal education. This could result in (statistical) employer discrimination and ultimately hamper integration. This pattern should be particularly pronounced in choice-driven education systems and in systems that emphasize vocational education. Two-step regression models using data on 16 countries support these expectations. The authors explore implications of these findings for comparative research on ethnic gaps in labor market attainment.
KW - Faculty of Social Sciences
KW - PIAAC
KW - second generation
KW - immigrants
KW - education systems
KW - tracking
U2 - 10.1177/2378023120925717
DO - 10.1177/2378023120925717
M3 - Journal article
VL - 6
SP - 1
EP - 18
JO - Socius
JF - Socius
SN - 2378-0231
M1 - 1
ER -
ID: 244047989