Suchergebnisse

This article explores the prevalence of economic exchanges with extended kin within the Mexican-origin population in the United States. Data from the 1990 U.S. Census and the 1990 Panel Study of Income Dynamics-Latino Sample are employed to compare the characteristics of those contributing income to and receiving income from coresident extended relatives and extended family members in other households. The results suggest that immigrants, particularly recent immigrants, are more likely to participate in exchanges with relatives both within and beyond their household. There is a life course dimension to these exchanges. Mexican Americans, who are more likely to live in extended family households consisting of multiple generations, engage in economic exchanges from older adults to younger adults. Mexican immigrants, who are more likely to live with relatives at similar stages of the life course, are more likely to exchange resources with these kin in other households as well.

Migration of household members is often undertaken to improve the well-being of individuals remaining in the household. Despite this, research has demonstrated inconsistent associations between migration and children's well-being across sending areas and types of migration. To understand the degree to which different types of migration and migrants are associated with schooling, we analyze comparable data across three African countries differing in prevalence, type, and selectivity of migration. Results suggest that recent migration is differentially associated with left-behind children's school enrollment across settings. When analyses are restricted to migrant-sending households, however, migrant selectivity is positively associated with school enrollment.

Objective. This study explores how various measures, ranging from assimilation, to human capital, to family capital, and Holland's career‐development theories, affect Asian‐American students' choice of college majors. To test our hypotheses, we examine choice of college major using a unique measure based on the early earning potential of a large number of specific majors.Methods. Our data come from the National Education Longitudinal Study of 1988 (NELS88). We use the Heckman selection approach to adjust for the nonrandom selection of college attendance and choice of college majors.Results. The findings of the study show little difference between Asian men and white men. On the other hand, there are significant differences among women.Conclusions. Chinese, Filipino, and Southeast Asian women are all more likely to choose more lucrative college majors than white women, controlling for all the other factors. Interestingly, effects of our assimilation, psychological, and some of the family capital measures are quite different for men than for women.

Objective: This study explores how various measures, ranging from assimilation, to human capital, to family capital, and Holland's career-development theories, affect Asian-American students' choice of college majors. To test our hypotheses, we examine choice of college major using a unique measure based on the early earning potential of a large number of specific majors. Methods: Our data come from the National Education Longitudinal Study of 1988 (NELS88). We use the Heckman selection approach to adjust for the nonrandom selection of college attendance and choice of college majors. Results: The findings of the study show little difference between Asian men and white men. On the other hand, there are significant differences among women. Conclusions: Chinese, Filipino, and Southeast Asian women are all more likely to choose more lucrative college majors than white women, controlling for all the other factors. Interestingly, effects of our assimilation, psychological, and some of the family capital measures are quite different for men than for women. (Original abstract)

Objective. This study explores how various measures, ranging from assimilation, to human capital, to family capital, & Holland's career-development theories, affect Asian-American students' choice of college majors. To test our hypotheses, we examine choice of college major using a unique measure based on the early earning potential of a large number of specific majors. Methods. Our data come from the National Education Longitudinal Study of 1988 (NELS88). We use the Heckman selection approach to adjust for the nonrandom selection of college attendance & choice of college majors. Results. The findings of the study show little difference between Asian men & white men. On the other hand, there are significant differences among women. Conclusions. Chinese, Filipino, & Southeast Asian women are all more likely to choose more lucrative college majors than white women, controlling for all the other factors. Interestingly, effects of our assimilation, psychological, & some of the family capital measures are quite different for men than for women. 4 Tables, 1 Appendix, 51 References. Adapted from the source document.

Children of immigrants come from diverse backgrounds and enter school with different family migration experiences and resources. This paper addresses two basic questions: (1) to what extent does generation status exert an independent effect on early school performance net of race/panethnicity, language proficiency, and the family resources available to children as they enter formal schooling? and (2) to what extent do these broad conceptualizations of children in immigrant families mask variation by national origins? We take advantage of longitudinal data on a kindergarten cohort from the Early Childhood Longitudinal Study to examine children from diverse backgrounds. Considerable variation in academic performance persists across racial/panethnic groups as well as by country-of-origin background and linguistic ability even when adjusting for family background, resources, and previous academic performance. We find some intriguing evidence of early "segmentation" among children from various groups, suggesting some convergence within race and ethnicity for some children. However, this conclusion should not be overstated, because the results also point to the great diversity by national origins that are masked by reliance on racial/panethnic groupings.

The popular position that immigration to metropolitan areas causes the polarization of residential patterns between Anglo Americans & African Americans is questioned. Data from the 1990 census STF3A file are used to examine the residential distribution of 39 ethnic groups in 285 US metropolitan areas, focusing on how ethnicity & length of time in the US affected segregation in these metropolitan areas. The primary finding is that increased length of residence reduced ethnic groups' segregation, but not that of African Americans. Results also show that ethnic groups with shorter lengths of residence do not exacerbate segregation between African Americans & Anglo Americans. Additional research is needed to substantiate the claim that immigration causes segregation in the US. 6 Tables, 2 Figures, 25 References. J. W. Parker

Abstract
There has been a significant increase in migrant children from the USA living in Mexico in the last two decades. This article analyses the association between transnational schooling and the education and migration aspirations (the country one wishes to live or work in) of lower secondary students in Tijuana, a border city with very high return migration. This article also addresses how education and migration aspirations are connected and the extent to which these aspirations are mediated by US-specific capital (US citizenship, having family members in the USA, English proficiency, and cultural identification with the USA). The analyses draw from the 2017 School Integration and Migration Survey, conducted among students in 86 lower secondary schools, and 38 follow-up semi-structured interviews with transnational students. The results indicate that students with US school experience were more likely to aspire to study a two-year college or technical degree than nontransnational students. Transnational schooling was also directly associated with aspiring to migrate or engage in cross-border employment. Interviews elucidate the ways tertiary education plans were subordinate to intentions to work in the USA as funding their education became part of transnational students' life projects. US schools were essential conduits through which education values, English skills, and national identities became ingrained in Mexican migrant children. Students' migratory aspirations were nurtured by their experience in US schools and transnational social networks, in addition to their US citizenship. The public policy implications of these findings are also discussed.