Which immigrant groups differ most from the cultural values held by mainstream society and why? The authors explore this question using data from the European Social Survey on the values held by almost 100,000 individuals associated with 305 immigrant groups and the native majorities of 23 countries. They test whether distant linguistic or religious origins (including in Islam), value differences that immigrants "import" from their home countries, the maintenance of transnational ties and thus diasporic cultures, or legal and social disadvantage in the country of settlement shape acculturation processes. They find that only legally or socially disadvantaged groups differ from mainstream values in significant ways. For first generation immigrants, this is because the values of their countries of origin diverge more from those of natives. Among children of disadvantaged immigrants, however, value heterodoxy emerges because acculturation processes are blocked and the values of the parent generation partially maintained. From the second generation onward, therefore, cultural values are endogenous to the formation and dissolution of social boundaries, rather than shaping these as an exogenous force.

One in five U.S. residents under the age of 18 has at least one foreign-born parent. Given the large proportion of immigrants with very low levels of schooling, the strength of the intergenerational transmission of education between immigrant parent and child has important repercussions for the future of social stratification in the United States. We find that the educational transmission process between parent and child is much weaker in immigrant families than in native families and, among immigrants, differs significantly across national origins. We demonstrate how this variation causes a substantial overestimation of the importance of parental education in immigrant families in studies that use aggregate data. We also show that the common practice of "controlling" for family human capital using parental years of schooling is problematic when comparing families from different origin countries and especially when comparing native and immigrant families. We link these findings to analytical and empirical distinctions between group-and individual-level processes in intergenerational transmission.

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This paper seeks to return scholarly attention to a core intellectual divide between segmented and conventional (or neo-)assimilation approaches, doing so through a theoretical and empirical reconsideration of contextual effects on second-generation outcomes. We evaluate multiple approaches to measuring receiving country contextual effects and measuring their impact on the educational attainment of the children of immigrants. We demonstrate that our proposed measures better predict second-generation educational attainment than prevailing approaches, enabling a multilevel modeling strategy that accounts for the structure of immigrant families nested within different receiving contexts.

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