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The authors employ a unique longitudinal data set of British Columbia high school graduates that followed respondents 1, 5, and 10 years after graduation to examine the extent to which educational expectations change over time in relation to parental socioeconomic status and eventual postsecondary attainment. Using the method of correspondence analysis, they demonstrate that graduates leave high school with educational expectations that change minimally from that point onward. Moreover, their findings reveal that there is a strong correspondence among gender, socioeconomic background of parents, and educational attainment. They conclude with direct implications for K-12 and postsecondary policy and practice.

Gaining proficiency in the host country language is a key element to successful integration of new immigrants. In this article, the author adopts Bourdieu’s perspective that accumulation and conversion of forms of capital is only possible through practice in a social field; therefore, the author puts forward the idea that language capital acquisition occurs through active participation in the host society. By employing data from the Longitudinal Survey of Immigrants to Canada, this article demonstrates the variability in premigration language capital among recent adult immigrants to Canada and the effect of premigration language capital and individual factors on language proficiency gains over 4 years of arrival. The study examines opportunities for language acquisition through formal and informal learning and demonstrates that vulnerable groups, such as women, older immigrants, and less educated immigrants who have less language capital at arrival, report also limited access to learning opportunities.

The segmental concentration profile ρ of end-tethered flexible polymer chains is calculated for comparison with recent measurements on polymer layers having a low surface grafting density σ. Moments of ρ are also calculated as these quantities, rather than the full concentration profiles, are usually measured experimentally. Exact calculations of ρ are summarized for ideal flexible chains with an arbitrary short-range polymer–surface interaction. Though technical difficulties restrict our renormalization group (RG) calculations for swollen chains to limiting values of the polymer–surface interaction, our analysis indicates that the relatively simple, closed-form, Gaussian-chain expression for ρ provides a good approximation to the RG results if the average size of the Gaussian chain is replaced by its swollen-chain analog. This approximate concentration profile for chains with excluded volume and variable polymer–surface interaction should prove useful when interpreting experimental results for low-grafting-density polymer layers formed in good solvents. Recent measurements [Kent et al., J. Chem. Phys. 103, 2320 (1995)] of the second moment of ρ in the limit σ→0 agree well with our RG calculations, and the measured concentration profile ρ, whose determination by neutron reflection is somewhat uncertain, agrees qualitatively with our theoretical predictions.

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This study examines the post-graduation plans of international science and engineering doctoral students at a public research-intensive university, and the extent to which graduate school experiences influence post-graduation plans. The study is grounded in Tinto’s Integration Model as well as Berry’s Acculturation Model. Study findings highlight the variety of challenges international doctoral students go through such as adapting to a new culture, experiencing English language difficulties, and cultural, social, and academic adjustment barriers. Using survey data collected in 2013-2014, this study reveals the complexity of factors that affect post-graduation plans and need for institutional initiatives to provide socio-cultural and academic support, and recommends changes in immigration policies to sustain the retention of talented international scientists and engineers upon degree completion.

This paper addresses issues relevant to the socioeconomic integration of highly educated immigrants in Canada by undertaking a secondary analysis of the Longitudinal Survey of Immigrants to Canada. It illustrates the promptness of immigrants' participation in further post-secondary education (PSE) in Canada within the first 4 years of arrival and proposes a typology of PSE pathways to examine individual, situational, dispositional and immigrant-specific factors that determine adult immigrants' choices. The Canadian immigrant experience involves the interplay between structural constraints and agency to shape individualized pathways along which newcomers use existing human capital to create new forms of human capital (Canadian credentials) as a strategy to improve their employment opportunities.Résumé Cet article utilise les données provenant de l'Enquête longitudinale auprès des immigrants du Canada (ELIC) ayant comme but d'examiner les contraintes de l'intégration socio-économique des immigrants très instruits. L'étude montre que presque la moitié de tous les immigrants adultes s'inscrivent dans un établissement d'enseignement postsecondaire canadien au cours des quatre premières années suivant leur arrivée. L'analyse des voies d'accès à l'éducation postsecondaire (EPS) révèle les conditions personnelles et situationnelles influençant la participation et le choix des immigrants adultes. L'expérience des nouveaux immigrants au Canada exemplifie l'interaction entre l'action d'agents et les contraintes structurelles dont le résultat est des trajectoires individualisées; au long de leur trajectoire professionnelle, les immigrants utilisent leur capital humain pour créer de nouvelles formes de capital humain et symbolique (les qualifications canadiennes) comme stratégie pour améliorer leur chance de trouver un emploi.