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Temporary work has been an important component of employment growth in Italy since the early 1990s. This paper focus upon labour market transitions of temporary workers in order to test whether temporary work enhances the subsequent labour market chances. We use propensity score matching to compare subsequent employment outcomes of people who have recently acquired a temporary job with those of people who remained unemployed. Individuals' hetero geneity explains a good amount of the raw differences in the subsequent labour market status of temporary workers and the comparison group. Yet there appears to be a sizable net gain from experiencing a temporary work. Our benchmark average estimate is a 30 percentage points rise in the 'satisfactory employment' chances 1 year after the start of the temporary work experience. The net gains are the largest for females and adult people and the areas with low unemployment; moreover, gains are the largest for the most recent years in our sample and for those people who were (according to the propensity score estimates) either least or most likely to exit from unemployment. Copyright 2008 The Authors.

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We investigate the educational choices of first- and second-generation immigrant students at the transition between lower-secondary school and high school by exploiting a large longitudinal dataset of about 50,000 students in Italy. We find that immigrant students are less likely to choose challenging academic track high schools compared with their Italian counterparts, after controlling for household characteristics, school fixed effects, and students’ performance. We show that systematic differences in teachers’ feedback received by the two groups of students are an important driver of the observed differences in educational choices by immigrant and native students. In addition, after controlling for observable characteristics, we find that immigrant students are more likely to be formally advised by their teachers to choose vocational or technical high schools rather than academic tracks, especially in the case of female students, reflecting a discrimination bias that has not previously been emphasized in the literature. This suggests the role for a new dimension of policy intervention aimed at reducing the possibility of teachers’ induced discrimination based on implicit stereotypes.

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