The Occupational Integration of Male Migrants in Western European Countries: Assimilation or Persistent Disadvantage?

This paper looks at the migrants' occupational integration process. Two main theoretical perspectives are tested: the first one (assimilation view) claims that in the short‐run migrants are penalized, but as they settle in the receiving country they get integrated into the host society; the second one (segmented assimilation view) claims that disadvantages persist in the long‐run. EU‐LFS and ESS data are described and modelled, in order to compare the labour market performances of migrants in four European old‐receiving countries (Germany, France, Great Britain and Sweden) and in two new‐receiving countries (Spain and Italy) both in a short‐term and in a long‐run perspective. We find that a) in the short‐run, migrants' labour market condition is worst with respect to the natives; b) this gap decreases with older migrants; c) the ethnic penalty disappears with the second generation, when they achieve a level of education comparable to that of the natives.

Policy Implications

• Labour market policies appear to face a trade‐off: policies oriented towards the flexibilization could improve migrants’ occupational integration, but such policies are also likely to increase the risk of poverty for the natives.
• In the case of the Southern new‐receiving countries, a similar tradeoff could emerge for policies aiming at stopping the underground economy.
• Concerning integration in the long run, our results definitely point to the importance of education. We would suggest policies oriented towards a full educational integration of the migrants’ offspring, since such policies could eliminate the gap separating them from the natives.

     

Allocation and distribution: A discussion of the educational transition model,with reference to the Italian case

The main characteristic of education in the past century has been its expansion: a major stratification research question associated with this is whether the inequalities of educational opportunities among classes have persisted or changed (diminished) over time. The educational transition model (29 and 30), adopted by the majority of scholars in the field, separates the study of allocation, that is class inequality in education, from that of distribution, the amount of schooling and its expansion, using conditional logits. A consequence of the way this distinction has influenced subsequent research has been the emergence of a sharp gap between macro-level research on the expansion of education and stratification studies.     

Field of Study and University Graduates' Early Employment Outcomes in Italy during 1995–2004

Abstract. In a period of expanding higher education, the field of study becomes a key determinant of university graduates' labour market success. In this paper, by means of multivariate analyses of the quality of graduates' early employment outcomes, we first describe how the effect of different fields of study on the university‐to‐work transition changed between 1995 and 2004 in Italy. Second, we put forward some alternative hypotheses to interpret the changes observed over time and assess which ones seem to be more consistent with the data.