Educational progression of second-generation immigrants and immigrant children

Colding, Bjørg; Husted, Leif; Hummelgaard, Hans

doi:10.1016/j.econedurev.2007.08.004

Cited by 44 publications

(33 citation statements)

References 8 publications

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“…Cameron and Heckman (2001) find that long-run factors associated with parental background and family environment are strong predictors of the educational disparity between natives and ethnic minorities in that once they control for these longterm factors the gap in educational attainment is completely eliminated or even reversed. This is confirmed in the research of Belzil and Poinas (2010) and partly in that of Colding (2006) and Colding et al (2009). We aim at verifying to what extent similar conclusions can be drawn for Belgium.…”

Section: Explanatory Variablessupporting

confidence: 61%

“…More evidence on the importance of preferences and expectations in explaining school attainment and labor market outcome gaps is provided by, e.g., Hennessey et al (2008), Filippin (2009 and Zaiceva and Zimmermann (2010). Second, a recent literature deals with the role of ethnic networks in explaining labor market outcome gaps (Winters, 2001;Mahuteau and Juanankar, 2008;Yamauchi and Tanabe, 2008;Zenou, 2011) and diverging school outcomes can be related to class and school segregation of migrants as a consequence of the concentration of immigrants in certain neighborhoods (Colding, 2006;Colding et al, 2009;Dustmann et al, 2010). Third, in the absence of specific teaching incentive programs for disadvantaged or immigrant groups (Dustmann et al, 2010), teachers may pay more attention to native (advantaged) groups.…”

Section: The Role Of Family Endowments In Explaining the Gapsmentioning

confidence: 99%

“…It contrasts natives to grandchildren of women of "non-Western" nationality, born in Belgium or immigrated prior to age three. The latter selection avoids that the pure ethnic gap partly captures the effects of additional barriers that recent immigrants face (see, e.g., Colding et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Colding (2006) and Colding et al (2009) also disregard the age dimension but extend the model of Cameron and Heckman (2001) by taking into account that students need not only to decide whether they continue education beyond the current grade level, but also, if they proceed, in which branch (e.g. academic or vocational).…”

Section: Introductionmentioning

confidence: 99%

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Pure ethnic gaps in educational attainment and school to work transitions: When do they arise?

Baert

Cockx

2013

Economics of Education Review

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Abstract. This article decomposes the observed gaps in educational attainment and school-to-work transitions in Belgium between grandchildren of natives and of women of "non-Western" nationality into (i) differences in observed family endowments and (ii) a residual "pure ethnic gap".It innovates by explicitly taking delays in educational attainment into account, by identifying the moments at which the pure ethnic gaps arise, by disentangling the decision to continue schooling at the end of a school year from the achievement within a particular grade, and by integrating the language spoken at home among observed family endowments. The pure ethnic gap in educational attainment is found to be small if delays are neglected, but substantial if not and for school-to-work transitions. It is shown that more than 20% of the pure ethnic gap in graduating from secondary school without delay originates in tenth grade. Language usage explains only part of the gap in school-to-work transitions for low educated.

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Section: Explanatory Variablessupporting

confidence: 61%

Section: The Role Of Family Endowments In Explaining the Gapsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Pure ethnic gaps in educational attainment and school to work transitions: When do they arise?

Baert

Cockx

2013

Economics of Education Review

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“…Most research has stressed educational achievement of ethnic minorities in lower segments of the education system, especially on the level of secondary school Colding (2006); Colding et al, (2009) ;Kalmijn and Kraaykamp, (2003). However, there is good reason to assess degree achievement of ethnic minorities in higher education.…”

Section: Introductionmentioning

confidence: 99%

Ethnic disparities in higher education

Zorlu

2013

IZA J Migration

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Using unique administrative individual data, this paper examines ethnic differences in degree performance in Dutch colleges and universities. The paper estimates parametric duration models and accounts for unobserved heterogeneity to assess the sources of ethnic disparities. The analysis shows that ethnic minorities from nonwestern countries have a significantly lower degree performance and higher risk of dropping-out. Especially, Turkish, Moroccan and Caribbean students are less likely to graduate, and graduates among them need much more time to complete their study. There is no evidence that this disadvantage stems from poor parental socioeconomic position and the choice of study subject.

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Student work during secondary education, educational achievement, and later employment: a dynamic approach

et al. 2022

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This study examines the direct and indirect impact (via educational achievement) of student work during secondary education on later employment outcomes. To this end, we jointly model student work and later schooling and employment outcomes as discrete choices, while correcting for these outcomes' unobserved determinants. Using unique longitudinal Belgian data, we find that pupils who work during the summer holidays are more likely to be employed three months after leaving school. This premium to student work in secondary education is higher when pupils also work during the school year. Decomposing this total effect shows that the direct return to student work during secondary education overcompensates its nonpositive indirect effect via educational achievement. This effect is also found to decline over time, with the premium to a combination of work during the summer and the school year becoming statistically insignificant five years after graduation.

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Educational progression of second-generation immigrants and immigrant children

Cited by 44 publications

References 8 publications

Pure ethnic gaps in educational attainment and school to work transitions: When do they arise?

Pure ethnic gaps in educational attainment and school to work transitions: When do they arise?

Ethnic disparities in higher education

Student work during secondary education, educational achievement, and later employment: a dynamic approach

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