Does Selective Migration Matter? Explaining Ethnic Disparities in Educational Attainment among Immigrants’Children1

Understanding why some national‐origin groups excel in school while others do not is an enduring sociological puzzle. This paper examines whether the degree of immigrants’educational selectivity ‐ that is, how immigrants differ educationally from non‐migrants in the home country ‐ influences educational outcomes among groups of immigrants’children. This study uses published international data and U. S. Census and Current Population Survey data on 32 immigrant groups to show that as immigrants’educational selectivity increases, the college attainment of the second generation also increases. Moreover, the more positive selection of Asian immigrants helps explain their second generations’higher college attendance rates as compared to Europeans, Afro‐Caribbeans, and Latinos. Thus, the findings suggest that inequalities in relative pre‐migration educational attainments among immigrants are often reproduced among the next generation in the United States.     

Long‐Term Effects of Language Course Timing on Language Acquisition and Social Contacts: Turkish and Moroccan Immigrants in Western Europe

This article investigates long‐term effects of the timing of language course participation among immigrants, focusing on self‐assessed immigration country language skills and interethnic social contacts among immigrants from Turkey and Morocco who came to Western Europe mainly during the guest worker period. Data stem from the 2008 Six Country Immigrant Integration Comparative Survey. We find a positive, long‐term impact of course participation in the first four years after immigration on language skills and social contacts. Results support linguistic theories on the benefits of early language instruction and sociopsychological theories on long‐term effects of (even short) social belonging interventions on participants' perseverance in achieving educational success.     

Immigrant socioeconomic mobility in the United States: Mechanisms of inequality and the role of ethnic capital

We review recent social science research on the socioeconomic mobility of immigrants to the United States by focusing on the educational, occupational, and income attainments among immigrant adults, the first‐generation, and the educational attainment of their children, the New Second‐Generation. Existing research has identified significant inequalities in educational attainment between second‐generation Asian and Latinx immigrant groups. Researchers have also highlighted the importance of ethnic capital for mobility, but we find that they have largely proceeded with the assumption that co‐ethnic ties are easily available as a benefit for immigrants upon resettlement. We propose that future research on immigrant socioeconomic mobility should incorporate conceptual insights from economic and cultural sociology as well as use comparative ethnographic research designs to directly observe how ethnic capital operates to challenge or reinforce patterns of socioeconomic inequality.     

Does Anti‐Hispanic Bias Motivate Opposition to Non‐English Languages?*

Contemporary political debates about language policy in the United States focus on three primary policy issues: bilingual education in public schools, English‐only legislation, and the access of non‐English speaking citizens to political rights. Using the “Multi‐Ethnic United States” module from the 2000 General Social Survey (GSS), this article tests multiple attitudinal, behavioral, demographic, and contextual hypotheses for how Anglos and African Americans view bilingual policy issues. We examine the role of linguistic contact, self‐interest, group threat, and discriminatory views of Latinos, finding that the latter—as measured by the “Three Ds” (Derogation, Disrespect, and Distance)—are the strongest predictors of attitudes toward bilingualism. Distance (social distance from Latinos) is consistently significant, disrespect (doubts about Latino contributions to the United States.) is mostly significant, and derogation (Latino stereotypes) is occasionally significant. Also, political ideology and knowledge of a non‐English language play important roles in the formation of favorable bilingualism opinions. However, the self‐interest and group threat variables were largely insignificant. Taken together, these findings indicate the importance of understanding how policy views may be structured by opinions about out‐group individuals and cultures. Language can serve as a proxy for immigrants themselves, as negative attitudes toward Latinos are associated with negative attitudes toward bilingualism.     

Integration of Childhood Immigrants in the Short and Long Run – Swedish Evidence1

Immigrant children are often at a disadvantage at school while they adjust to their new environment. It has been found that the age at immigration of 7 or above represents a sensitive period as regards these children’s school performance for two main reasons: they have passed their prime age for language learning, and their acquisition of subject skills is less efficient while they learn to master the new language. Using Swedish administrative data, we track childhood immigrants born between 1972 and 1976 over time from adolescence (at 16) to adulthood (at 30), and study the role of age at immigration for educational and labor market outcomes. We find that immigration at a sensitive age (compared to a very young age) has a strong negative impact on compulsory school performance, but that the same individuals catch up strongly in terms of final educational attainment. In spite of this educational catching up, however, we find a considerable negative impact on earnings for men. We are able to rule out two potential mechanisms behind this puzzling result: It cannot be explained either by an impact on the chosen field of study or on completion time.     

The interurban mobility of the foreign born in Canada, 1976-81

This study concerns itself with the relationship between nativity, language affiliation, and interurban mobility in Canada during the period 1976-1981. 3 hypotheses are evaluated: 1) the urban/ethnic affinity thesis predicts that international immigrants share strong preferences for settling in and relocating toward large urban centers where established ethnic communities exist; 2) the sociocultural explanation of mobility posits that variations in the propensity to relocate are a function of nativity and language; and 3) the heterogeneity explanation predicts that interurban mobility flows ultimately serve to increase rather than decrease linguistic heterogeneity in large urban areas. Using data from the 1981 census of Canada, a series of cross-tabular and logistic regression analyses provide support for all 3 hypotheses. Theoretical and policy oriented implications are discussed in the context of ethnic community survival in urban Canada.     

Immigrant Incorporation and Political Participation in the United States1

This article examines several factors related to immigrant incorporation that have been ignored in previous studies of voting participation. We add various immigrant‐related variables to a model that controls for individual resources, social incorporation, institutional barriers and contexts of political mobilization. We find little support for straight‐line assimilationist theories of immigrant adaptation. We also find that coming from a repressive regime has no significant effect on voting and that living in areas with Spanish‐language ballots does not increase the likelihood of voting among first generation Latinos. Our results also suggest that antiimmigrant legislation has a positive effect on participation among first and second generation immigrants. Overall, the immigrant‐related variables introduced in our analysis add significantly to the existing theoretical knowledge on voting participation in the United States.     

Immigrant Generation,School Procedural Justice,and Educational Attainment

There is much educational concern about the disproportionate punishment of racial/ethnic minority students within U.S. public schools. Research evidence indicates that school punishment exacerbates the already-known racial/ethnic inequalities within the educational system. What remains uncertain is if and how school punishment, justice, and fairness are moderating educational attainment for the children of immigrants. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel analysis to examine how school punishment, justice, and fairness influence the educational attainment of children of immigrants. The study draws on straight-line and segmented assimilation frameworks to evaluate variation in these effects by immigrant generation. Findings do suggest that improved school procedural justice and fairness could enhance educational attainment as well as ameliorate the detrimental impact of school punishment; however, these patterns are segmented by immigrant generation and race/ethnicity.     

The Effect of Linguistic Distance and Country of Origin on Immigrant Language Skills: Application to Israel

This article is concerned with identifying, for the first time, the separate effects of linguistic distance (language of origin) and country of origin on the destination language proficiency of immigrants. The determinants of Hebrew language proficiency (fluency and literacy) among immigrants in Israel are studied using the 1972 Census of Israel and the Immigration Absorption (panel) Surveys conducted in the 1970s. Country of origin and language of origin matter for proficiency in Hebrew, especially in the longer term. By country of origin, those from North Africa are the least proficient. By language of origin, Arabic speakers are the most proficient, suggesting a small linguistic distance from Hebrew. Immigrants from English‐speaking origins are the least proficient in Hebrew. This may reflect a large linguistic distance or, more likely, the unique role of English as the international language, which reduces incentives for investments in Hebrew. Immigrants from dual‐language countries of origin are more proficient in Hebrew than those from single language origins.     

“Oh,you've got such a strong accent”: Language Identity Intersecting with Professional Identity in the Human Services in Australia

Language operates as a form of differentially valued cultural capital that is an influential factor in educational and employment outcomes. English in particular represents a valuable form of linguistic capital in both the broader world market and many regional and local contexts. This article, focusing on one group of professionals, draws on an exploratory study carried out with overseas‐born bilingual social workers residing in Australia, who reflect on how their language identities intersect with their professional identities in the human services workplace. Although most informants identified tangible benefits associated with being bilingual, especially in terms of working with a diverse clientele, they were equally aware of how being categorized as a ‘non‐native’ speaker of English could diminish their professional credibility and thwart their chances of upward mobility in the workplace. In this regard, this article highlights inconsistencies in how difference is valued in the human services workplace, implicating a more covert process of linguistic othering.     

Does speaking or writing Italian make differences?

Although researchers acknowledge the key role of language in immigrant integration, empirical analyses on how proficiency in Italian differently shape the social outcomes of immigrants living in Italy are limited. Using the Italian Survey on Social Condition and Integration of Foreign Citizens, we model individual demographic and linguistic patterns, setting apart communication ability from other linguistic skills. Clustering immigrants by mother tongue linguistic group, we leverage the age at arrival and knowledge of Italian during childhood to address endogeneity. Findings reveal how deficiencies in Italian affect integration outcomes of immigrants: the magnitude of effects due to poor proficiency in communication (understanding and speaking) is larger when compared to more formal linguistic skills (reading and writing). Women suffer from higher linguistic barriers in the employment outcomes than men do. Results give empirical argumentations to support immigrant integration through the development of language-training programmes in destination languages tailored on immigrants' demographic and linguistic profiles.     

Linguistic,affective, parental,and educational contributions to the bicultural identity development of Balkan minority adolescents

This study investigated linguistic, affective, parental, and educational contributions to bicultural identity, in two samples of younger (13- to 14-year-old; N = 95) and older (16- to 17-year-old; N = 67) bilingual adolescents, who were immigrants or belonged to ethnic minority communities in the Balkans. While bicultural identity level was not differentiated as a function of age group, there was an age-related shift in its predictors. Bicultural identity level was significantly predicted by perceived educators' attitudes toward linguistic/cultural diversity in the younger adolescent group, but by personal affective states (motivation and attitudes) toward the mainstream language in the older adolescent group. Implications of the findings are discussed regarding educational and family practices that would facilitate biculturalism in minority adolescents.     

The 'biliterate' ballot controversy: language acquisition and cultural shift among immigrants

This US study tested the validity of assumptions made regarding multilingual electoral ballot provisions. Rationale for language assistance was found to exist on the basis of number and proportion of recent immigrants, proportion of foreign born, lag of biliterate skill behind bilingual ability, linguistic differences between the Chinese language and English, and the discriminatory structure of the labor market. In California, where close to 1/2 the population is an ethnic minority, the issue is particularly relevant. Bilingual advocates view English-only advocates as "un-American" on legal and ideological grounds, while English-only advocates consider it "un-American" to be non-English speaking. In addition to census data and the existing literature, this study relies on the structured interview survey data of a representative sample of the Chinese adult population of San Francisco's Chinatown. 2/3 of the immigrants believed an immigrant should make some cultural changes, and 1/2 of the immigrants had done so. Data failed to support the claim that immigrants are uninformed that English is necessary for sociopolitical participation. Their more recent pattern of immigration, the linguistic differences between Asian languages and the English language, and structural constraints of US society make successive language acquisition difficult for Chinese migrant adults. Policy recommendations include: 1) changing language assistance criteria in the electoral process, 2) adding Vietnamese as a single language minority, 3) not considering Asian language minorities as 1 generic category, 4) justifying electoral assistance on several grounds, 5) disseminating data bearing directly on misguided assumptions related to language and cultural shift factors, and 6) renaming the "bilingual ballots" to "biliterate ballots."     

Terms for Intergenerational Relations Among the Tumbuka of Northern Malawi

ABSTRACT

Culturally enshrined ideas about generational relations affect language, the use of language, and linguistic conventions for expressing these ideas. Generation terms (or age-set terms) distinguish people in the social group according to their age and sex. The age set is a formally organized group of youths, or men or women which has collectively passed through a series of stages each of which has distinctive status, ceremonial, military or other activities. Membership of the group frequently involves ritual in initiation, accompanied by special teaching of the community's law and customs, instructions in sexual matters, and, in some societies, physical initiation that is the mark of attainment of maturity. But how is the system of intergenerational relationship manifested in a particular social group? How do the members of each generation use language differently? How does language treat the generations differently? How do such differences affect our perceptions, attitudes and behavior in everyday life? How do language and behavior reflect unity of the generation groups and their relationship to each other? In this paper we are going to examine the social, cultural, and linguistic characteristics that focus on features common to members of a particular generation and account for its relationship to other generations. We will do this by looking at the Tumbuka of northern Malawi, and examining their social organization and the system of terms and social behavior that is employed in addressing and referring to members of a particular generation. The learning of generation-type language by children and cross-cultural aspects of these questions will be considered.     

Calibrated Ambitions: Low Educational Ambition as a Form of Strategic Adaptation Among Chinese Youth in Spain

Deemed “model minorities,” second‐generation Chinese‐Americans have, on average, high levels of educational attainment and, as a result, they have experienced more upward mobility than other groups. Yet, on the other side of the Atlantic, a strikingly different story about Chinese immigrants and their offspring emerges. Based on analysis of the Longitudinal Study of the Second Generation in Spain, findings from this study show that Chinese youths in Spain have substantially lower educational ambitions and attainment than youths from every other nationality. Met with discrimination at school and in the labor market, yet finding financial success in niche markets as small business owners, I argue that the Chinese in Spain have, at least temporarily, forged an alternative pathway of mobility based on entrepreneurial endeavors rather than educational accomplishments – a formula passed on from immigrant parents to their offspring. The way Chinese youths in Spain have calibrated their ambition represents a form of strategic adaptation to the barriers put up against immigrant minorities in Spanish society.     

Soviet Jews in the United States: an analysis of their linguistic and economic adjustment

"This article reviews the literature and analyzes 1980 Census data to study English language fluency and earnings among Soviet Jews [in the United States]. The literature review reveals: 1) the importance of employment and attaining premigration occupational status for self-esteem; 2) the difficulty of adjusting to the wide range of choices in the United States; 3) the greater difficulty and economic importance of learning English; and 4) the rapid linguistic and economic mobility. The multivariate analysis supports the latter two points. Soviet Jews have a difficult initial adjustment, but after five years in the United States they achieve parity in English fluency and earnings with other European immigrants, ceteris paribus."     

A postcolonial perspective on language and difference in social work: bilingual practitioners working in the linguistic borderlands

This paper employs a postcolonial perspective to explore the issue of language identity and difference in social work. It presents a case study of three bilingual practitioners who acquired English either as a result of colonial or postcolonial language policies in their respective countries of birth and who at the time of the study were residing in Australia. These informants demonstrate a variety of patterns of cross-border mobility currently being exercised by social workers in an era marked by transnational activities such as education and practice. The three accounts are mediated through a postcolonial lens in order to reveal some of the distinct linguistic dimensions of social work in terms of how and why personal language biography may become a salient issue in practice. The discussion that follows illustrates the potential of a postcolonial perspective for enhancing understandings of language in social work in terms of four themes: the relocation of difference from the margins to the centre; the historical dimensions of language identity; the spatial dimensions of linguistic relations; and the role of English in knowledge production.     

Getting Ahead in the Capitalist Paradise: Migration from China and Socioeconomic Attainment in Colonial Hong Kong1

This article examines the initial labor market outcome and the subsequent mobility process of Chinese immigrants in Colonial Hong Kong using complete work history data and event history modeling. Contrary to the rhetoric that Hong Kong is a capitalist paradise for adventurers, the data showed that immigrants were penalized in their initial class placement, subsequent mobility, and current income attainment. Differences in educational attainment and the lack of transferability of pre‐migration human capital partly explained the attainment gap between immigrants and the natives. Yet the disadvantage of immigrants was also embedded in the local economic structure. The process of deindustrialization significantly lowered the chance of immigrants getting good first jobs when entering the labor market. Moreover, since deindustrialization benefited the natives by providing them with more opportunities in the service sector, it inadvertently widened the gap in upward mobility chances between natives and immigrants.     

Migration to the US and marital mobility

When immigrants enter the US they typically access a marriage market with a larger supply of educated spouses compared to the marriage market in their home countries. Absent any selectivity bias, this access should increase the likelihood that migrants ‘marry-up’ in terms of education. We combine survey data on British and German immigrants in the US with data on natives in Britain and Germany to estimate the causal effect of migration on educational mobility through cross-national marriage. To control for selective mating, we instrument educational attainment using government spending on education in the years each person was of school-age. To control for selective migration, we instrument the migration decision using inflows of immigrants to the US during puberty and early adulthood. We find strong selectivity effects that work against the positive prospects of the US marriage market. All migrants give up spousal education in exchange for US entry and assimilation. Migrant men also give up spousal education because they cannot compete with native men as bread-earners. Migrant women have some advantage in the US marriage market, as they can compete with native women in home production.