The determinants of post-immigration investments in education

Chiswick, Barry R.; Miller, Paul W.

doi:10.1016/0272-7757(94)90005-1

Cited by 66 publications

(74 citation statements)

References 4 publications

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“…In the SIE data, she also finds that pre-immigration schooling up to the post-bachelor professional level is a substitute for schooling in the U.S., a finding in support of an earlier study by Borjas (1982) of male Hispanic immigrants. In contrast, Chiswick and Miller (1994), who study adult immigrants in Australia, find a positive effect of pre-immigration schooling and occupational status on post-immigration schooling, concluding that these are complementary.…”

Section: Observed Post-migration Schooling Investment and Learning Cementioning

confidence: 91%

Migration and Education

Dustmann

Glitz

2011

Handbook of the Economics of Education

236

123

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Sjaastad (1962) viewed migration in the same way as education: as an investment in the human agent. Migration and education are decisions that are indeed intertwined in many dimensions. Education and skill acquisition play an important role at many stages of an individual's migration. Differential returns to skills in origin-and destination country are a main driver of migration. The economic success of the immigrant in the destination country is to a large extent determined by her educational background, how transferable these skills are to the host country labour market, and how much she invests into further skills after arrival. The desire to acquire skills in the host country that have a high return in the country of origin may also be an important reason for a migration. From an intertemporal point of view, the possibility of a later migration may also affect educational decisions in the home country long before a migration is realised. In addition, the decisions of migrants regarding their own educational investment, and their expectations about future migration plans may also affect the educational attainment of their children. But migration and education are not only related for those who migrate or their descendants. Migrations of some individuals may have consequences for educational decisions of those who do not migrate, both in the homeand in the host country. By easing credit constraints through remittances, migration of some may help others to go to school. By changing the skill base of the receiving country, migration may change incentives to invest in certain types of human capital. Migrants and their children may create externalities that influence educational outcomes of non-migrants in the destination country. This chapter will discuss some of the key areas that connect migration and education.

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Section: Observed Post-migration Schooling Investment and Learning Cementioning

confidence: 91%

Migration and Education

Dustmann

Glitz

2011

Handbook of the Economics of Education

236

123

View full text Add to dashboard Cite

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“…First, new immigrants often invest in their human capital through formal education, language training, social networking, etc., and in doing so improve their understanding and knowledge of the local labour market (Borjas, 1994;Chiswick and Miller, 1994;Duleep and Regets, 1999;Friedberg, 2000;Bratsberg and Ragan, 2002). This investment may lead to an initial period of accelerated income growth for new immigrants during which their earnings are "catchingup" with native-born earnings.…”

Section: Hypothesesmentioning

confidence: 99%

“…Premièrement, les nouveaux immigrants investissent dans leur capital humain par le biais d'une formation institutionnelle, un apprentissage de la langue, la constitution d'un réseau social, etc. En ce faisant, ils améliorent leur connaissance et leur compréhension du marché du travail local (Borjas, 1994;Chiswick et Miller, 1994;Duleep et regets, 1999;Friedberg, 2000;Bratsberg et ragan, 2002). Deuxièmement, plusieurs nouveaux immigrants peuvent se retrouver sans emploi au cours de leur première année au Canada (Chiswick et Miller, 2007).…”

Section: Notes Résuméunclassified

Income Growth of New Immigrants in Canada

Banerjee¹

2009

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Summary The present study examines the income growth of newly arrived immigrants in Canada using growth curve modeling of longitudinal data. The results from this study indicate that recent immigrants, regardless of visible minority status, face initial earnings disadvantage. However, while immigrants of European origins experience a period of “catch up” early in their Canadian careers, which allows them to overcome this earnings disadvantage, visible minority immigrants do not enjoy such a catch-up. This racial difference in recent immigrants’ income growth is found to be caused by the fact that visible minority immigrants receive lower returns to education, work experience and unionization. Furthermore, visible minority recent immigrants face greater penalties for speaking a non-official first language than do their white counterparts.

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“…The interesting issue here is where immigrants obtained their education. Whereas most immigrants completed their educational career in their host country, some immigrants decide to invest in education after migration (Chiswick and Miller 1994). The reason for these post-migration investments is that the educational qualifications of the home country are difficult to transfer and not as equally valued as diplomas obtained in the host country (Friedberg 2000).…”

Section: Hypotheses On Specific Settingsmentioning

confidence: 99%

Religious Affiliation and Participation among Immigrants in a Secular Society: A Study of Immigrants in The Netherlands

Tubergen¹

2007

Journal of Ethnic and Migration Studies

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The determinants of post-immigration investments in education

Cited by 66 publications

References 4 publications

Migration and Education

Migration and Education

Income Growth of New Immigrants in Canada

Religious Affiliation and Participation among Immigrants in a Secular Society: A Study of Immigrants in The Netherlands

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