This study explores how the careers of professional university graduates with a firstor second-generation non-Western migrant background evolve within the first four to eight years after graduation, as compared to their Dutch native peers. We find that in the first year after graduation, while holding constant background characteristics, both firstand second-generation migrants experienced lower employment chances, more skill mismatches and lower job satisfaction than natives. No wage differences could be observed between migrants and natives. Although the differences between firstand second-generation migrants appeared to be small in the short term, a follow-up survey four to eight years after graduation revealed evidence that second-generationbut not first-generationmigrants improved their situation overall. They maintained earnings parity with natives, and narrowed the gap in terms of job satisfaction, skill match, and to a somewhat lesser extent employment chances. Although the first generation eliminated the gap with respect to natives in terms of employment chances, they continued to show lower job satisfaction and opened up a wage gap as compared to their native Dutch peers. This suggests that early-career gaps for first-generation migrants are enduring and cannot easily be resolved.
This article examines the extent to which parental socioeconomic status (SES) affects the likelihood of a child becoming a topperforming student, offering an international perspective by reporting this relationship in 31 developed countries. The impact of 3 important educational system characteristics (differentiation in terms of early tracking, standardisation, and private schooling) on the relationship between parental SES and top performance was determined. We employed multilevel logistic regression models on data from the Programme for International Student Assessment (PISA) 2015 (N = 216,980) to reveal that children with low parental SES have a lower probability of becoming a topperforming student than those with high parental SES, although this association differs between countries. The negative relationship between a disadvantaged parental background and top performance was not affected by the educational system characteristics under investigation.
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