The Effect of Immigrant Communities on Foreign‐Born Student Achievement1

This paper explores the effect of the human capital characteristics of co‐ethnic immigrant communities on foreign‐born students’ math achievement. We use data on New York City public school foreign‐born students from 39 countries merged with census data on the characteristics of the immigrant household heads in the city from each nation of origin and estimate regressions of student achievement on co‐ethnic immigrant community characteristics, controlling for student and school attributes. We find that the income and size of the co‐ethnic immigrant community has no effect on immigrant student achievement, while the percent of college graduates may have a small positive effect. In addition, children in highly English proficient immigrant communities test slightly lower than children from less proficient communities. The results suggest that there may be some protective factors associated with immigrant community members’ education levels and use of native languages.     

Inclusive schooling: fostering citizenship among immigrant students in Europe

Growing ethnic and cultural diversity within Europe has brought increased attention to the impact and inclusion of immigrant populations and has also presented societies with valuable opportunities for intercultural learning between diverse groups. Using the International Civic and Citizenship Study data from 24 European education systems, in this paper we explore whether fostering an atmosphere of inclusion in schools relates to select attitudes and behaviours typically associated with an inclusive society, particularly among immigrant students. Our study is able to tease out some of the differences related to social class among immigrant students, opening up important avenues for discussion and future research. According to our findings, first generation immigrant students from higher socio-economic status backgrounds tended to have significantly more negative attitudes toward their resident country. Findings also collectively suggest that local-level practices, such as improving immigrant student participation in schools and positive relations between immigrant students and teachers, could be significant factors in fostering an inclusive society. Based on these results, we describe several education policies and practices that can promote greater inclusion, such as encouraging increased civic participation within the school and community, and providing a forum where students can contribute to school governance.     

The Living Arrangements of Children in Immigrant Families in the United States1

Little is known about the living arrangements of first‐ and second‐generation immigrant children. Using data from the Current Population Survey and a multivariate approach, I compared living arrangements of immigrant children to U.S.‐born white children with U.S.‐born parents. Findings show, except for foreign‐born black and some Hispanic children, that foreign‐born children lived with married parents more frequently than did U.S.‐born white children with U.S.‐born parents. However, by the third generation, a pattern emerged showing a decline in living with married parents among some immigrant children and a rise in living with single parents. The noticeable “downward assimilation” amon some second and third‐generation immigrant children fits a theory of segmented assimilation and is concerning because single‐parent families confront more social problems and sociodemographic risks.     

Hidden school dropout among immigrant students: a cross-sectional study

Actual school dropout among immigrant youth has been addressed in a number of studies, but research on hidden school dropout among immigrant students is rare. Thus, the objective of this paper is to analyze hidden school dropout among primary school students with an immigrant background. The analyses were performed using survey data of 1186 immigrant students in Swiss primary schools. Our results show that immigrant students’ academic achievement, their attitudes towards school-related values, and the quality of their relationships with classmates and teachers were significant predictors of their disengagement during classes. Moreover, our findings strongly suggest that those predictors that are important for actual school dropout are crucial for hidden school dropout as well. We conclude that low-achieving immigrant youth who do not value school and who have poor relationships with teachers and peers are especially at risk of hidden and, eventually, of actual school dropout.     

Enrolment in Mathematics and Physics at The Advanced Level in Secondary School Among Two Generations of Highly Skilled Immigrants

This research focuses on enrolment in advanced level Mathematics and Physics in secondary school among first and second generations of Former Soviet Union immigrants and third generation Israeli‐born Jews. The article made use of the Israeli Ministry of Education's database, which includes data on all students who finished their secondary education with a matriculation certificate in 2013. Our findings show the advantage of enrolment in Physics, which is perceived as the most difficult subject, among FSU immigrant students compared to the third generation of Israeli‐born students. This advantage may be explained by their STEM (Science, Technology, Engineering and Mathematics)‐related cultural capital. However, first‐generation FSU students were less likely to be enrolled in advanced‐level Mathematics compared to third‐generation Jews. These findings may emphasize the role of the Israeli education system as a gatekeeper in entering more prestigious Mathematics.     

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.     

Culture,Intermarriage, and Immigrant Women's Labor Supply

We examine the impact of culture on the work behaviour of second‐generation immigrant women in Canada. We contribute to the literature by analysing the role of intermarriage in intergenerational transmission of culture and its effect on labour market outcomes. Using female labour force participation and total fertility rates in the country of ancestry as cultural proxies, we find that culture affects the female labour supply. Cultural proxies are significant in explaining number of hours worked by second‐generation women with immigrant parents. The impact of culture is significantly larger for women with immigrant parents who share the same ethnic background than for those with intermarried parents. The weaker effect of culture for women raised in intermarried families stresses the importance of intermarriage in assimilation process. Our findings imply that government policies targeting women's labour supply may have differential effects on the labour market behaviour of immigrant women of different ancestries.

Policy Implications

• The result that culture has statistically significant impact on second‐generation immigrant women's labour supply has policy implications in terms of the government programmes and benefits that target the labour supply of women and immigration policies in general.
• Our findings imply that government policies targeting women's labour supply may have differential influence on the labour market behaviour of second‐generation immigrant women of different ancestries.

     

The Generation In-between: Somali youth and schooling in metropolitan Helsinki

Somali students faced many barriers in their schooling during the period when Finnish society and its institutions were adjusting to a new situation in the face of increasing immigration in the 1990s. This ethnographic account describes how inflexible, monocultural practices challenged the students and threatened their identities in one particular classroom (in the Forest Hill School). Simultaneously, the cohesion of Somali families was under threat by acculturation stressors and, consequently, support and control provided for the younger generation by adults was often limited. The age of students upon their arrival in a host society is claimed to be a critical factor in their school attainment. The sample of Somali youth in the present research is characterized as representing a unique sub-population among immigrant youth: "the generation in-between". This generation of immigrant youth faces specific challenges.     

Immigrant Entrepreneurs: The Identification of Foreign Market Opportunities

Building on the very few studies that examine how immigrant entrepreneurs identify opportunities to conduct business in foreign markets, this article explores how Italian immigrant entrepreneurs in Australia identify such opportunities. Relying on social network theory (Patel and Conklin, 2009), international business research indicates that social ties, including kinship and ethnic ties, facilitate the flow of information that enables entrepreneurs to identify opportunities (Ellis, 2011; Hayton, Chandler and DeTienne, 2011). This study finds that the Italian immigrant entrepreneurs prefer to receive information about business opportunities from trusting, social ties, particularly country of origin (Italy) regional based ethnic ties, rather kinship ties for fear of damaging the relationship. However both first and second generation immigrants do use kinship ties to gain knowledge about Italian market conditions. Implications for policy and practice, limitations of the study and ideas for future research are also presented.     

Educational Attainments of Immigrant Offspring: Success or Segmented Assimilation?1

In this article, I study the educational attainments of the adult offspring of immigrants, analyzing data from the 1996 panel of the Survey of Labour and Income Dynamics (SLID). Fielded annually since 1993 by Statistics Canada, respondents are asked for the first time in 1996 to report the birthplaces of their parents, making it possible to define and study not only the foreign‐born population (the first generation), but also the second generation (Canadian born to foreign‐born parents) and the third‐plus generation (Canadian born to Canadian‐born parents). The survey also asked respondents to indicate if they are members of a visible minority group, thus permitting a limited assessment of whether or not color conditions educational achievements of immigrant offspring. I find that “1.5” and second generation adults, age 20–64 have more years of schooling and higher percentages completing high school compared with the third‐plus generation. Contrary to the segmented “underclass” assimilation model found in the United States, adult visible minority immigrant offspring in Canada exceed the educational attainments of other not‐visible‐minority groups. Although the analysis is hampered by small sample numbers, the results point to country differences in historical and contemporary race relations, and call for additional national and cross‐national research.     

Interculturalism in Italian primary schools with a high concentration of immigrant students

The present article focuses on quantitative research carried out on a statistically representative sample of Italian primary schools with a high concentration of immigrant students. Research data show that schools with a higher number of immigrant students offer a greater number and a wider variety of intercultural initiatives. The presence of immigrant students serves as an effective stimulus in enhancing intercultural approaches. Furthermore, the opinions of head teachers about the proposal of ‘separate classes’ for immigrant students and the proposed ‘limit of 30% on the presence’ of immigrant students are negative. These judgements do not change in a statistically significant manner in relation to concentration of immigrant students: in particular, higher rates of immigrant students are not related to more positive opinions. Continuing education on intercultural issues is widely adopted, mainly on behalf of teachers and less often on behalf of head teachers and other school personnel. Finally, activities by ‘linguistic facilitators’ and ‘linguistic and cultural mediators’ are not significantly related to a decrease in perceived concern regarding problematic situations.     

Generational Peers and Alcohol Misuse

This study investigates the influence of generational peers on alcohol misuse among immigrant youth. We derive hypotheses from sociological theories of generations regarding race/ethnicity, gender, and immigrant generation and test these hypotheses using a measure that accounts for the proportion of peers within a given peer network that are of the same immigrant generation. Results show that generational ties decreased the odds of alcohol misuse for immigrants and that these effects depend partly on race/ethnicity and gender. We conclude that generational ties play a meaningful role in the health and well‐being of immigrant youth, and discuss possible future avenues for research on immigrant generational peers.     

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.     

Intergenerational Mobility of the Mexican‐Origin Population in California and Texas Relative to a Changing Regional Mainstream

We combine two approaches to gauge the achievements of the Mexican‐origin second generation: one the intergenerational progress between immigrant parents and children, the other the gap between the second generation and non‐Latino whites. We measure advancement of the Mexican‐origin second generation using a suite of census‐derived outcomes applied to immigrant parents in 1980 and grown children in 2005, as observed in California and Texas. Patterns of second‐generation upward mobility are similar in the two states, with important differences across outcome indicators. Assessments are less favorable for men than women, especially in Texas. We compare Mexican‐Americans to a non‐Latino white reference group, as do most assimilation studies. However, we separate the reference group into those born in the same state as the second generation and those who have migrated in. We find that selective in‐migration of more highly‐educated whites has raised the bar on some, not all, measures of attainment. This poses a challenge to studies of assimilation that do not compare grown‐children to their fellow natives of a state. Our model of greater temporal and regional specificity has broad applicability to studies guided by all theories of immigrant assimilation, integration and advancement.     

The Second Generation in Belgium

A growing proportion of second‐generation Moroccan and Turkish youngsters in Belgium are moving on to higher secondary education and beyond. This trend is greater among Moroccan youngsters than among their Turkish peers. Turkish girls in particular are still married off at a young age, which inevitably affects their educational opportunities. Despite higher participation rates for youngsters from immigrant backgrounds, the educational gap with Belgian pupils and students remains wide. This is largely attributable to differences in socioeconomic background. It appears that the concentration of second‐generation immigrant pupils in certain schools is also a major explanatory factor. Despite their increased participation in education, second‐generation immigrants are still not well represented in the labor market and they are, moreover, employed mostly in less favorable segments of that market. An interesting development among second‐generation immigrants is the polarization that is taking place in relation to the significance of Islam. A growing number of second‐generation youngsters are opting for a more secular way of life, while an increasingly large group is choosing Islamist ideologies or at least a more conscious form of Islam. For young people of the second generation, who often have little to hold on to socially, Islamism can provide a transparent, supportive, and all‐embracing frame of reference.     

Educational responses to immigrant students in Madrid

During the last few years, changes in the Spanish educational system have had a far reaching impact. Several factors have been critical: (1) the progressive decentralization of education by the government, now a responsibility of regional governments; (2) the extension of compulsory education to the age of 16; and finally (3) the increase in the number of immigrant students, which has significantly added to the existing cultural diversity. The enrolment of immigrant students in Spanish schools is a relatively recent phenomenon (starting 15 years ago) when compared with other European countries. Madrid is the region in Spain with the largest number of students. As most of these students were born outside of Spain, we cannot yet speak of a second generation. The research described here investigated how the educational system in Madrid confronted the challenge of an increasing number of immigrant students. The institutional response was the Madrid Regional Government’s Compensatory Education Regional Plan. This encompasses several measures, which are described here. After a critical analysis of educational policies pertaining to immigrant pupils, the paper suggests ways of overcoming a purely compensatory approach. Intercultural education plays a key role is such considerations.     

The Influence of Attitudes toward Immigrants on International Migration

We investigate whether anti‐immigrant attitudes affect migrant inflows in Organisation for Economic Co‐operation and Development (OECD) countries. Using longitudinal exhaustive data, we find that natives’ hostility, particularly natives’ propensity to discriminate on the labor market, reduces immigration. This effect is comparable to more conventional migration factors. We obtain robust results when we, for example, capture hostility with far‐right parties’ popularity instead and control for tighter immigration policies or multilateral resistance to migration. We find a stronger effect for EU‐to‐EU migrants, migrants from developed countries and linguistically close countries. Our results raise a challenge for policy makers when the demand for foreign workers and anti‐immigrant sentiment are present.     

Emerging Rural Settlement Patterns and the Geographic Redistribution of America's New Immigrants*

Abstract This paper analyzes geographic patterns of population concentration and deconcentration among the foreign‐born population during the 1990–2000 period. A goal is to examine whether the foreign‐born population, including recent arrivals, are dispersing geographically from metro gateway cities into rural and other less densely populated parts of the country. The paper also evaluates the so‐called balkanization hypothesis, which is that immigration flows run counter‐cyclical to the redistribution trends of the native‐born population, while reinforcing spatial isolation and immigrant segregation. Data for U.S. counties or county equivalents come from the 1990 and 2000 U.S. Census (Summary Files 1, 3 and 4). Our results suggest that America's immigrant population is dispersing spatially. Immigrants are less concentrated today than in the past and they are less segregated from other population groups, including their own racial group and whites. However, changes over the past decade have been modest. The immigrant population, even in 2000, remained considerably more concentrated than the native‐born population. The empirical results provide little evidence of geographic balkanization.     

The discursive construction of learning in a multiethnic school: perspectives from non‐immigrant students

This paper provides data from individual interviews conducted with 15 and 16 year‐old non‐immigrant students from a highly multiethnic secondary urban school in Barcelona, Spain. In this school, mixed classrooms (immigrant and local) and small linguistically heterogeneous working groups are frequent in the mathematics lessons. The focus is on the non‐immigrant students’ perspectives on the notion of learning. Findings show that these students interpret certain whole‐class and small‐group interactions among local and immigrant students as not constitutive of learning. In particular, I explore some of the meanings associated with the representation of the multiethnic classroom as a conflictive place for learning.     

1.5 Generation Internal Migration in the U.S.: Dispersion from States of Immigration?1

The issue of immigrant spatial concentration and the possibilities for immigrant dispersion through migration features in at least three interrelated debates about immigration. First, the ethnic enclave literature centers on the question of whether spatial concentration improves or harms the economic well‐being of immigrants. Second, spatial assimilation theory links immigrant relocation away from residential enclaves to socioeconomic gains. Although framed at an intra‐urban scale, we suggest that similar assimilation logics infuse thinking and expectations about immigrant settlement and spatial mobility at other scales. And third, immigrant clustering links to anxieties about the threats posed by non‐European origin newcomers to the traditional cultural fabric of the nation. In the current wave of immigration, research on questions of settlement geography and spatial mobility has so far been restricted to the first generation. But as the current wave of immigration matures there is a growing population of adults who are the children of immigrants. This article investigates the migration behavior of these adult children, specifically the 1.5 generation, seeking to answer the question of whether they will remain in the states in which their parent's generation settled or move on. It also assesses whether the out‐migration response of the 1.5 generation in states of immigrant concentration is similar to that of their parent's generation or the U.S.‐born population.