Gender and migration background in intergenerational educational mobility

Schneebaum, Alyssa; Rumplmaier, Bernhard; Altzinger, Wilfried

doi:10.1080/09645292.2015.1006181

Cited by 23 publications

(15 citation statements)

References 26 publications

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“…Summary statistics in Gang and Zimmermann ( 2000 ), Dustmann ( 2008 ) and Yaman ( 2014 ) show that children of the on-average less educated migrants in Germany are more mobile than their native peers. Similarly, Bauer and Riphahn ( 2006b ) find that in Switzerland, a greater percentage of children from low-educated migrants compared to low-educated natives are upwardly mobile, while Schneebaum, Rumplmaier, and Altzinger ( 2016 ) show that in Austria, these results are gender specific: second-generation sons are more likely than natives’ sons to be upwardly mobile, but that daughters of migrants are less likely than daughters of natives to be mobile. Finally, the results in Van Ours and Veenman ( 2003 ) suggest that controlling for the lower education of the immigrant parents renders the second-generation education gap statistically insignificant in the Netherlands.…”

Section: Introductionmentioning

confidence: 96%

“…The literature on migrants’ (and their descendants’) educational attainment shows that migrant academic success is often significantly lower than that of native-born persons (as shown in Schütz, Ursprung, and Wößmann 2008 ; Schneeweis 2011 ; Dustmann, Frattini, and Lanzara 2012 ; Aydemir, Chen, and Corak 2013 ; Schneebaum, Rumplmaier, and Altzinger 2016 ; for example). In this article, we investigate whether this gap in achievement narrows across generations by studying differences in intergenerational mobility for the two groups.…”

Section: Introductionmentioning

confidence: 99%

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Catching up? The educational mobility of migrants’ and natives’ children in Europe

Oberdabernig

Schneebaum

2016

Applied Economics

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Migrants into European countries are often less educated than European natives. We analyse whether migrants’ children are more or less likely than natives’ children to achieve upward educational mobility across generations, and study differences in the factors, which contribute to differences in mobility for the two groups. We find that migrants’ descendants are more often upwardly mobile (and less often downwardly mobile) than their native peers in the majority of countries studied, and show that the main factor contributing to these patterns is the education level of parents. Although a lower parental education means that their children are less likely to access the same amount of human, social and financial capital as children of more highly educated parents, migrants’ descendants over the last two generations were able to make significant progress in reducing education gaps with natives.

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Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Catching up? The educational mobility of migrants’ and natives’ children in Europe

Oberdabernig

Schneebaum

2016

Applied Economics

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“…These changes, during the second decade, overcame unidirectional research by unfolding from the perspective of women or men and using a gendered approach in migration studies (Sherif Trask 2010;Fouron and Glick Schiller 2001;Kofman et al 2011;Schmalzbauer 2011;Geisen and Parreñas 2013;Yeoh and Ramdas 2014;Schneebaum et al 2015;Fresnoza-Flot and Shinozaki 2017;Ala-Mantila and Fleischmann 2017;Marchetti and Salih 2017). Such a focus on gender practices within transnational families brings new ways in which to more deeply understand events involving their members.…”

Section: Gender and Mobility: New Approaches To The Analysis Of Familmentioning

confidence: 99%

Afterword: Gender Practices in Transnational Families

Ducu

2018

International Perspectives on Migration

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In this concluding chapter, we offer a short synthesis highlighting the changes that have emerged in transnational family research in the course of the last two decades of study within the field. We notice that, through methodological and conceptual repositioning, a gendered perspective has become a priority. After identifying key elements introduced in the second decade of research on transnational families, in this chapter, we briefly discuss research on Romanian transnational families in order to illustrate how these changes in perspective are reflected within these studies, offering specific examples from my research. Then, we illustrate the way in which the chapters published in this volume are connected to the latest trends in the field. Beginnings of Transnational Family ResearchThe 1990s, under the influence of developments in feminist and gender studies, represented a reference point within research addressing the migration of persons due to the fact that women became a primary object of study as drivers of global movements within their own families, as opposed to simply being companions of men (Petraza-Bailey 1991;Morokvasik 1984Morokvasik , 2004Morokvasik , 2007Sassen 2000; HondagneuSotelo 2000;Pessar and Mahler 2003;Tolstokorova 2008). We emphasize the fact that, while women had been active agents within global population movements before the 1990s, research did not take them into account as subjects deserving special attention. Instead, the conclusions obtained in the course of research that

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“…To which extent this expected development is beneficial for Europe's economy is tightly linked to the educational attainment that second generation migrants are expected to achieve. The evidence provided by Schneebaum et al (2014) shows that intergenerational educational immobility -the dependence of children's educational attainment on their parents' educational attainment -is particularly pronounced among immigrants. Within the group of immigrants a striking gender difference impedes educational advancement of females to a considerably larger extent than that of males.…”

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confidence: 99%

“…Migrant men tend to present higher education mobility than both native men and women, while migrant women face the most stringent degree of intergenerational persistence of educational attainment. Second generation migrant women, thus, confront what Schneebaum et al (2014) dub a "double disadvantage" in the sense of being the most immobile group in terms of intergenerational education persistence and also present the worst educational outcomes. Improving intergenerational educational mobility for migrants, and in particular for female migrants, appears thus as one of the outcomes that policy should aim for in order to reap the benefits of migration over the forthcoming decades.…”

mentioning

confidence: 99%