High school teachers evaluate and offer guidance to students as they approach the transition to college based in part on their perceptions of the students' hard work and potential to succeed in college. Their perceptions may be especially crucial for immigrant and language-minority students navigating the U.S. educational system. Using the Educational Longitudinal Study of 2002 (ELS:2002), we consider how the intersection of nativity and language-minority status may (1) inform teachers' perceptions of students' effort and college potential, and (2) shape the link between teachers' perceptions and students' academic progress towards college (grades and likelihood of advancing to more demanding math courses). We find that teachers perceive immigrant language-minority students as hard workers, and that their grades reflect that perception. However, these same students are less likely than others to advance in math between the sophomore and junior years, a critical point for preparing for college. Language-minority students born in the U.S. are more likely to be negatively perceived. Yet, when their teachers see them as hard workers, they advance in math at the same rates as nonimmigrant native English speaking peers. Our results demonstrate the importance of considering both language-minority and immigrant status as social dimensions of students' background that moderate the way that high school teachers' perceptions shape students' preparation for college.

Beyond Blackboards is an inquiry-centered, after-school program designed to enhance middle school students' engagement with engineering through design-based experiences focused on the 21st Century Engineering Challenges. Set within a predominantly lowincome, majority-minority community, our study aims to investigate the impact of Beyond Blackboards on students' interest in and understanding of engineering, as well as their ability to align their educational and career plans. We compare participants' and nonparticipants' questionnaire responses before the implementation and at the end of the program's first academic year. Statistically significant findings indicate a school-wide increase in students' interest in engineering careers, supporting a shift in school culture. However, only program participants showed increased enjoyment of design-based strategies, understanding of what engineers do, and awareness of the steps for preparing for an engineering career. These quantitative findings are supported by qualitative evidence from participant focus groups highlighting the importance of mentors in shaping students' awareness of opportunities within engineering.

Despite the importance given to employment opportunities as a primary motive for migration, previous studies have paid insufficient attention to the kinds of jobs that are more likely to retain workers in their countries of origin. We use information from a panel survey of Mexican adults to examine how job characteristics affect the risk of international migration. The sampling strategy and overall size of the survey allow us to analyze the effect of employment characteristics on migration from urban areas, which have much greater labor market diversity, and to separate our analysis by gender. We also distinguish migrants according to whether they migrate for work or for other reasons. We find informality to be a significant predictor of international migration. Even after controlling for individual factors including workers’ wages, as well as various household- and community-level predictors, we find that workers employed in the informal sector have significantly higher odds of migrating than their counterparts in the formal sector. The pervasive nature of informality in many developing countries from which a high proportion of international migrants originate may therefore create a constant supply of workers who are predisposed to migrate. Our findings thus have important implications for a proper understanding of the effects of economic development on migration.

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