Abstract
Abstract Abstract In this paper, we employ register data for eight cohorts of second-generation immigrant pupils to identify the impact of each parent’s years since migration on their children’s school achievements. We exploit variation in years since migration and within-family variation. We find evidence of a positive impact of parents’ years since migration on children’s academic achievement. Mothers’ years of residence tend to be more important for Danish, while fathers’ years of residence tend to be more important for math. The effects vary by gender, and family-specific effects influence girls’ and boys’ educational attainment differently. JEL codes I21, J12, J620
Highlights
In Western Europe, there is increasing concern about the assimilation of the children of the large cohorts of guest worker immigrants
The reason why we focus on second-generation immigrant children is that they are more comparable to native Danes than children born abroad are, since they have received their entire education in Danish schools and have lived in Denmark all their lives
Estimating sibling-fixed effects models and comparing them to the OLS results, we examine whether unobserved characteristics that are shared by all siblings in a family do drive our OLS findings that years since migration matter for children’s educational outcomes
Summary
In Western Europe, there is increasing concern about the assimilation of the children of the large cohorts of guest worker immigrants. We focus on the effect of parents’ years since migration on second-generation pupils’ achievement and on intergenerational, or inherited, integration. Second-generation immigrants are typically considered a homogenous group with respect to their potential for integration, since they all – by definition - have been born and raised in the host country. They still differ by their families’ potential for integration, i.e. their parents’ years since migration, and by their own potential for intergenerational, or inherited, integration and its derived effect on educational outcomes. In this study, we analyze the effect of parents’ time since migration (before the child’s birth) on children’s educational outcomes at the end of lower secondary education
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
