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1.
Exploiting information on foreign qualifications for the first time, we estimate the returns to obtaining UK higher degrees for foreign graduates who migrated to the UK in their 20s. Accounting for direct measures of foreign and UK qualifications and country‐of‐origin fixed effects, we find substantial returns to obtaining UK (higher) degrees on hourly wages and occupational attainment for both genders, working mainly through occupational attainment. However, there is strong evidence that the effect of the high returns is driven by immigrants from countries where English is not a dominant language. Moreover, returns to UK (higher) degrees are more pronounced for graduates from low‐HDI/GDP countries, suggesting an important role for the incompatibility of education and skills between home and destination countries. We further examine the robustness of our results by using a partial identification method, and our findings suggest that the extent of selection on unobservables required to eliminate a positive treatment effect is too large to be plausible, especially for men. Our study extends previous research with the first evidence from the UK, by showing large positive effects of post‐migration investments in human capital acquisition on labour market outcomes. Obtaining UK higher degrees appears to reduce the informational uncertainty associated with foreign credentials, facilitate cultural and economic assimilation, and boost economic opportunities for foreign graduates, especially for those developing/poor country immigrants. 相似文献
2.
Wenshu GaoRussell Smyth 《Economics of Education Review》2011,30(2):342-352
This article uses data from the China Urban Labour Survey administered across 12 cities in 2005 to estimate the economic returns to speaking standard Mandarin among internal migrants in China's urban labour market. The article builds on studies that estimate the economic returns to international immigrants of being fluent in the major language of the destination country and studies that estimate the economic returns to proficiency in the national language among groups of people who speak a minority language. Importantly, we control for potential endogeneity bias in the estimates of the effect of language fluency on earnings. We find that for migrants as a whole, there are considerable economic returns to speaking standard Mandarin. We also find gender differences. While the coefficient on fluency in standard Mandarin is statistically significant and large for females, the coefficient on fluency is statistically insignificant for males. One possible explanation for this finding is that female migrant workers are engaged more in occupations which have greater contact with urban locals and hence the return to investment in language skills is higher. 相似文献
3.
We examine the effect of same-race/same-nativity networks on the annual earnings and employment of college students using data from multiple cohorts of students entering a large public college system merged with state unemployment insurance records. We identify network effects from small changes in same-race/same-nativity shares across cohorts within college-majors. White native-born, Black native-born, and Black immigrant students who belong to cohorts with larger shares of same group peers experience higher earnings and employment in the 10 years after college entry. Benefits to Black immigrants are particularly large: a 1 standard deviation increase in the share of peers who are Black immigrants results in an approximate 2 percent increase in annual earnings. Among Hispanic immigrants, the effects of same-group peers on earnings and educational attainment are negative in the years immediately after college entry, while the effects on employment are large and positive. Hispanic native-born students do not receive earnings gains from a larger potential network. 相似文献
4.
Claire E. Crawford 《教育政策杂志》2019,34(3):423-444
ABSTRACTThis paper challenges the notion that quantitative data – as a numeric truth – exist independent of a nation’s political and racial landscape. Utilising large-scale national attainment data, the analysis challenges the belief that ‘White working class’ children in England, especially boys, are ‘the new oppressed’ – as a former equality adviser has publicly claimed. The analysis applies Quantitative Critical Race Theory, or ‘QuantCrit’, an emerging quantitative sub-field of Critical Race Theory in education. The paper argues that far from being ‘oppressed’, White boys continue to enjoy achievement advantages over numerous minoritised groups; especially their peers of Black Caribbean ethnic origin. Additionally, the analysis uniquely exposes racialised trends of ‘equivalency’ in core subject qualifications, whereby minority ethnic children are over-represented in certain lower-status qualifications that are counted as equivalent in education statistics but not in the real world labour market. The analysis concludes that knowing misrepresentations of quantitative data are at the heart of an institutional process through which race and racism are produced, legitimised and perpetuated in education. 相似文献
5.
This paper examines the earnings returns to learning that takes place following the conventional ‘school-to-work’ stage of the life-course. We operationalise such ‘lifelong learning’ as the attainment of certified qualifications in adulthood, following the completion of the first period of continuous full-time education. Using data from the British Household Panel Survey (BHPS) for the period 1991–2006, our approach and findings represent an important addition to the existing evidence base. By using annual data, we are able to employ the fixed effects estimator, which eliminates the problem of time-invariant unobserved heterogeneity. Our dynamic specification uses a lag structure to consider how earnings returns evolve in the medium and longer run, whilst also controlling for wage trends which were evident prior to qualification attainment. Our results show a medium-run return for women of 10% on hourly wages. For men, initial suggestions of a similar positive return are eliminated once pre-qualification trends are taken into account. This suggests that adult learning has a causal effect on women's subsequent earnings but, for men, any apparent gain is due to selection. 相似文献
6.
Differences by degree: Evidence of the net financial rates of return to undergraduate study for England and Wales 总被引：1，自引：0，他引：1
This paper provides estimates of the impact of higher education qualifications on the earnings of graduates in the U.K. by subject studied. We use data from the recent U.K. Labour Force Surveys which provide a sufficiently large sample to consider the effects of the subject studied, class of first degree, and postgraduate qualifications. Ordinary Least Squares estimates show high average returns for women that does not differ by subject. For men, we find very large returns for Law, Economics and Management but not for other subjects. Degree class has large effects in all subjects suggesting the possibility of large returns to effort. Postgraduate study has large effects, independently of first degree class.A large rise in tuition fees across all subjects has only a modest impact on relative rates of return suggesting that little substitution across subjects would occur. The strong message that comes out of this research is that even a large rise in tuition fees makes little difference to the quality of the investment – those subjects that offer high returns (LEM for men, and all subjects for women) continue to do so. And those subjects that do not (especially OSSAH for men) will continue to offer poor returns. The effect of fee rises is dwarfed by existing cross subject differences in returns. 相似文献
7.
Kalwant Bhopal 《Gender and education》2014,26(5):490-504
There is little research that has examined the role of mothers in their children's education in the rural space of the school, particularly in relation to the experiences of Black and minority ethnic (BME) families who are newcomers to the rural space. This article attempts to redress the balance and examine how BME mothers are positioned in rural primary schools in England (UK) which are predominantly White. This article is based on 20 in-depth interviews conducted with mothers who identified themselves as Black or from a minority ethnic background (India, Pakistan or Bangladesh). All of the respondents had moved into the areas in the last 10 years. The findings from this research suggest that mothers are active agents in the education of their children; however, their experiences reveal that within the White space of the school they are positioned as ‘other’ and ‘outsiders’ as they navigate the diasporic space of the White countryside. 相似文献
8.
There is much disagreement in the literature over the extent to which graduates are mismatched in the labour market and the reasons for this. In this paper we utilise the Flexible Professional in the Knowledge Society (REFLEX) data set to cast light on these issues, based on data for UK graduates. We find substantial pay penalties for overeducation for both sexes and for overskilling in the case of men only. When both education and skill mismatch variables are included together in the model only overskilling reduces job satisfaction consistently for both sexes. Using job attributes data it appears that the lower wages of the overqualified may in part simply represent a compensating wage differential for positive job attributes, while for men at least there are real costs to being overskilled. 相似文献
9.
The 1973 Raising of the School Leaving Age from 15 to 16 has been used to identify returns to years’ schooling. However, because the first set of “high stakes” exams are taken in the UK at age 16, the reform affected the proportion with qualifications, as well as schooling length. In order to shed light on whether the returns reflect the extra length of schooling or the increase in qualifications, we exploit another institutional rule – the Easter Leaving Rule – which we argue only affected the probability of obtaining qualifications (and not the length of schooling). We find sizeable returns to academic qualifications – increasing the probability of employment by 40% points – and our results suggest that qualifications drive most of the returns to education. 相似文献
10.
Using detailed data from a unique survey of high school graduates in Germany, we document a gender gap in expected full-time earnings of more than 15%. We decompose this early gender gap and find that especially differences in coefficients help explain different expectations. In particular, the effects of having time for family as career motive and being first-generation college student are associated with large penalties in female wage expectations exclusively. This is especially true for higher expected career paths. Resulting expected returns to education are associated with college enrollment of women and could thus entrench subsequent gaps in realized earnings. 相似文献
11.
John T.E. Richardson Bethany Alden Rivers Denise Whitelock 《Assessment & Evaluation in Higher Education》2015,40(4):557-573
In UK higher education, the attainment of ethnic minority students is lower than that of white students, and this remains the case when differences in entry qualifications have been taken into account. The present study investigated whether the under-attainment of ethnic minority students might be due to the nature of the feedback that they received for their assignments. The assignments submitted by 470 ethnic minority and 470 matched white students taking a distance-learning course were compared using a computer system, Open Mentor, to categorise the feedback given by tutors based on a scheme devised by Bales. Asian and black students and students of mixed ethnicity obtained lower marks for their assignments than did the white students. However, there were only small differences between the ethnic minority students and the white students in terms of the pattern of feedback that they received, and these disappeared when the marks that they had received for their assignments had been taken into account. It is concluded that students from all ethnic groups received feedback that was commensurate with their marks, and that the origins of the attainment gap in ethnic minority students in UK higher education must be sought elsewhere. 相似文献
12.
Steve Strand 《British Educational Research Journal》2011,37(2):197-229
This paper reports an analysis of the educational attainment and progress between age 11 and age 14 of over 14,500 students from the nationally representative Longitudinal Study of Young People in England. The mean attainment gap in national tests at age 14 between White British and several ethnic minority groups was large, more than three times the size of the gender gap, but at the same time only about one‐third of the size of the social class gap. Socioeconomic variables could account for the attainment gaps for Black African, Pakistani and Bangladeshi students, but not for Black Caribbean students. Further controls for parental and student attitudes, expectations and behaviours indicated minority ethnic groups were on average more advantaged on these measures than White British students, but this was not reflected proportionately in their levels of attainment. Black Caribbean students were distinctive as the only group making less progress than White British students between age 11 and 14 and this could not be accounted for by any of the measured contextual variables. Possible explanations for the White British–Black Caribbean gap are considered. 相似文献
13.
Maureen Woodhall 《Higher Education》1973,2(3):275-299
The paper discusses the problems of measuring the rate of return to women's education, and evidence is presented for nine countries which shows that the returns to secondary and higher education are on average two percentage points lower for women than for men, but in some countries they are actually higher. Education increases the earning capacity of women, and also increases their propensity to remain in the labour market. But some allowance must be made for the value of women's non-market work, for indirect benefits of education, and for psychic income. Various methods are suggested for measuring the non-monetary benefits of education, such as the intergeneration effect of a mother's education on the future achievement of her children, or the non-pecuniary benefits of employment for women in the labour force. The effects of discrimination on women's earnings and job prospects are discussed, and it is shown that a large part of the observed differential between male and female earnings is due to the concentration of women in low-income occupations. The paper concludes that the difference between the returns to education for men and women is less than is often suggested, particularly if some attempt is made to measure nonmonetary benefits. But the returns to women's education would be increased if there were a change in traditional attitudes leading to a more equal occupational distribution and better utilisation of women in the labour force. 相似文献
14.
This study explored inter- and intraindividual immigrant group differences in children's English verbal ability over ages 6-16 in 4 racial/ethnic groups-White Americans, Black Americans, Mexican Americans, and Puerto Ricans (N=2,136). Although all children's mean verbal scores increased with age, immigrant children (except for Black Americans) had lower scores than respective nonimmigrant children. In contrast, immigrant children (except for Mexican Americans) had more persistent verbal growth into adolescence than respective nonimmigrant children. Family resources moderately accounted for immigrant differences in children's mean verbal scores only. The findings support different theoretical models for understanding inter- and intraindividual immigrant differences in achievement. Mexican-American immigrants and Black American nonimmigrants were struggling and merit policy attention. 相似文献
15.
Muriel Meunier 《Economics of Education Review》2011,30(1):16-38
This paper investigates empirically whether immigrant students in Switzerland perform poorly compared to their native counterparts and provides some explanations. Using a national sample of the 2000 PISA (Programme for International Student Assessment) database, we first analyze the impact of immigrant status on pupils’ achievement. We find a negative and significant impact of immigrant status on test scores in reading, mathematics and science literacy, even after controlling for a set of characteristics. We then decompose the observed reading score gap between Swiss and immigrant students to identify whether gaps in endowments explain test score differences along the distribution. Lower endowments explain most of the achievement gap in reading between Swiss and second-generation immigrants. However, lower returns explain around one quarter of the achievement gap between Swiss and first-generation immigrants for the weakest pupils. 相似文献
16.
This study investigates the incidence of over-education amongst recent Australian bachelor degree graduates and its effect on their earnings. We find that between 24% and 37% of graduates were over-educated shortly after course completion, with over-education most common amongst young females and least common amongst older females. Over-education rates vary markedly across major fields of study and appear to be associated with the relative demand for graduate labour. Overeducation was less common three years after course completion; however a nontrivial proportion of graduates remain over-educated. With regard to the effect of over-education on earnings, we find a notable age-related effect not reported in earlier studies. Young over-educated graduates were not penalised after unobserved heterogeneity had been addressed, whereas older over-educated graduates were at an earnings disadvantage relative to their well-matched peers. 相似文献
17.
金晔 《河北大学成人教育学院学报》2012,(3):108-112
作为太平洋上经济发达的移民岛国,新西兰政府为适应不同成人学习者的需求,在成人教育的政策制定、管理机构设置、教育资金投入、学习资源提供、少数民族及移民教育等方面都不断做出调整。探讨新西兰成人教育的特点,对我国成人教育的改革和发展具有重要的启示意义。 相似文献
18.
This paper uses the approach in the under/over education literature to analyze the extent of matching of educational level to occupational attainment among adult native born and foreign born men in the US, using the 2000 Census. Overeducation is found to be more common among recent labor market entrants, while undereducation is more likely among older workers. Among immigrants, greater pre-immigration labor market experience is associated with poorer job matches, presumably due to the less-than-perfect international transferability of foreign experience. A longer duration in the US, however, is associated with a lower probability of being overeducated and a greater probability of being undereducated. This is consistent with immigrants being favorably selected for occupational advancement but this effect becomes realized only after overcoming the disadvantages of the less-than-perfect international transferability of their pre-immigration skills. 相似文献
19.
Based on a survey of 711 children in Northern Ireland, this paper explores a range of aspects of experiences of belonging and exclusion in relation to school among three main minority ethnic groups: Irish Traveller, Chinese/Asian and European Migrant children. The study examines variations between each group and how they compare to the White settled population. The findings indicate that all three groups experience lower levels of belonging and higher levels of exclusion compared to their White, settled Northern Irish peers. The experiences of Irish Traveller children were the most negative. The article adds to the dearth of data on minority ethnic children living in mainly white regions in the UK and Ireland. It argues for the need to move beyond achievement gaps in assessing minority ethnic children's differential experiences in education and highlights the potential of belongingness as a concept for the further study of differential patterns of need and processes of inclusion. 相似文献
20.
John T.E. Richardson 《教育心理学》2011,31(2):123-139
At UK institutions of higher education, the academic attainment of White students tends to be higher than that of students from other ethnic groups. A postal survey of Open University students found very little difference in academic engagement in those from different ethnic groups. The differences in pass rates and course grades remained statistically significant even when any effects of differences in academic engagement had been controlled. This is consistent with previous findings that quantitative variations in the attainment of students from different ethnic groups are not reflected in concomitant qualitative variations in their experience of higher education. The explanation for the attainment gap in ethnic minority students must be sought elsewhere than in the nature of their experience of higher education. 相似文献