Tag Archives | Assimilation

Intergenerational Social Mobility Among the Children of Immigrants in Western Europe: Between Socioeconomic Assimilation and Disadvantage

Mauricio Bucca, Lucas G. Drouhot

Sociological Science June 3, 2024
10.15195/v11.a18


Are Western European countries successfully incorporating their immigrant populations? We approach immigrant incorporation as a process of intergenerational social mobility and argue that mobility trajectories are uniquely suited to gauge the influence of immigrant origins on life chances. We compare trajectories of absolute intergenerational mobility among second generation and native populations using nationally representative data in seven European countries and report two major findings. First, we document a master trend of native–immigrant similarity in mobility trajectories, suggesting that the destiny of the second generation — like that of their native counterpart — is primarily determined by parental social class rather than immigrant background per se. Secondly, disaggregating results by regional origins reveals heterogeneous mobility outcomes. On one hand, certain origin groups are at heightened risks of stagnation in the service class when originating from there and face some disadvantage in attaining the top social class in adulthood when originating from lower classes. On the other hand, we observe a pattern of second-generation advantage, whereby certain origin groups are more likely to experience some degree of upward mobility. Altogether, these results suggest that immigrant origins per se do not strongly constrain the socioeconomic destiny of the second generation in Western Europe.
Creative Commons LicenseThis work is licensed under a Creative Commons Attribution 4.0 International License.

Mauricio Bucca: Department of Sociology, Pontificia Universidad Católica de Chile. E-mail: mebucca@uc.cl.

Lucas G. Drouhot: Department of Sociology, Utrecht University. E-mail: l.g.m.drouhot@uu.nl.

Acknowledgements: Both authors contributed equally to this article. We wish to thank Filiz Garip, Ineke Maas, Ben Rosche, Frank van Tubergen, Linda Zhao as well as audiences at the “Migration and Inequality” ECSR thematic workshop in Milan, the ECSR annual meeting in Lausanne, and the Migration and Social Stratification seminar at Utrecht University for helpful comments and criticisms on earlier versions of our article. Bucca gratefully acknowledges financial support from FONDECYT, Chile Iniciación grant project No. 11221171 and ANID Milenio Labor Market Mismatch – Causes and Consequences, LM2C2 (NCS2022-045). Direct correspondence to Lucas Drouhot, l.g.m.drouhot@uu.nl.

Supplemental Material

Replication Package: A complete replication package including all data and code is available at the following link: https://osf.io/4tjfq/?view_only=2894f243dc524ba8b129153e150715e3.

  • Citation: Bucca, Mauricio, and Lucas G. Drouhot. 2024. “Intergenerational Social Mobility Among the Children of Immigrants in Western Europe: Between Socioeconomic Assimilation and Disadvantage.” Sociological Science 11: 489-516.
  • Received: January 12, 2024
  • Accepted: March 4, 2024
  • Editors: Arnout van de Rijt, Maria Abascal
  • DOI: 10.15195/v11.a18


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The Refugee Advantage: English-Language Attainment in the Early Twentieth Century

Ran Abramitzky, Leah Boustan, Peter Catron, Dylan Connor, Rob Voigt

Sociological Science November 3, 2023
10.15195/v10.a27


The United States has admitted more than 3 million refugees since 1980 through official refugee resettlement programs. Scholars attribute the success of refugee groups to governmental programs on assimilation and integration. Before 1948, however, refugees arrived without formal selection processes or federal support. We examine the integration of historical refugees using a large archive of recorded oral history interviews to understand linguistic attainment of migrants who arrived in the early twentieth century. Using fine-grained measures of vocabulary, syntax and accented speech, we find that refugee migrants achieved a greater depth of English vocabulary than did economic/family migrants, a finding that holds even when comparing migrants from the same country of origin or religious group. Our findings are consistent with the hypothesis that refugees had greater exposure to English or more incentive to learn, due to the conditions of their arrival and their inability to immediately return to their origin country.
Creative Commons LicenseThis work is licensed under a Creative Commons Attribution 4.0 International License.

Ran Abramitzky: Department of Economics, Stanford University and National Bureau of Economic Research
E-mail: ranabr@stanford.edu

Leah Boustan: Department of Economics, Princeton University and National Bureau of Economic Research
E-mail: lboustan@princeton.edu

Peter Catron: Department of Sociology, University of Washington
E-mail: catron@uw.edu

Dylan Connor: School of Geographical Sciences and Urban Planning, Arizona State University
E-mail: d.c@asu.edu

Rob Voigt: Department of Linguistics, Northwestern University
E-mail: robvoigt@northwestern.edu

Acknowledgements: We acknowledge the excellent research assistance of Victoria Angelova, Harriet Brookes Gray, Sarah Frick, Myera Rashid, and Noah Simon. Sima Biondi, Alicia Liu, Lori Mitrano, Lorenzo Rosas, Antigone Xenopoulos and Adam Zhang helped to collect variables from the oral history interviews. Jared Grogan, Bailey Palmer and James Reeves coded the interviews for accented speech. Tom Zohar oversaw audio transcription of missing transcripts. We appreciate suggestions from audiences at Universitat Automoma de Barcelona, UC-Berkeley, European Social Science History Association, Harvard, University of Nottingham, Pompeu Fabra, University of Chicago, and University College, London. All data and replication files may be found here: https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/HMMGJ5

  • Citation: Abramitzky et al. 2023. “The Refugee Advantage: English-Language Attainment in the Early Twentieth Century.” Sociological Science 10: 769-805.
  • Received: June 23, 2023
  • Accepted: August 23, 2023
  • Editors: Arnout van de Rijt, Filiz Garip
  • DOI: 10.15195/v10.a27


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The Link between Social and Structural Integration: Co- and Interethnic Friendship Selection and Social Influence within Adolescent Social Networks

Georg Lorenz, Zerrin Salikutluk, Zsófia Boda, Malte Jansen, Miles Hewstone

Sociological Science November 22, 2021
10.15195/v8.a19


Assimilation theories argue that social ties with majority-group members enhance the structural integration of ethnic minority members, whereas under certain conditions, coethnic social ties can also benefit minority members’ socioeconomic outcomes. We examine these propositions through a social network perspective, focusing on friendship networks and educational expectations in adolescence, during which peer socialization is crucial. Longitudinal data from 1,992 adolescents in 91 classrooms allow us to investigate co- and interethnic social selection and social influence processes as well as their aggregated outcomes. In terms of friendship selection, we find that Turkishorigin minority adolescents in Germany have distinct preferences for friends with high educational expectations, among both co- and interethnic peers. In contrast, social influence on Turkish-minority adolescents’ educational expectations is not uniform: only majority-group friends exert a significant (positive) influence. Our results emphasize that bridging social capital gained from social ties with majority-group members enhances ethnic minority adolescents’ educational integration.
Creative Commons LicenseThis work is licensed under a Creative Commons Attribution 4.0 International License.

Georg Lorenz: Institute for Educational Quality Improvement (IQB), Humboldt-Universität zu Berlin
E-mail: Georg.Lorenz@iqb.hu-berlin.de

Zerrin Salikutluk: Berlin Institute for Integration and Migration Research (BIM), Humboldt-Universität zu Berlin
E-mail: Zerrin.Salikutluk@hu-berlin.de

Zsófia Boda: Department of Sociology and Institute for Social and Economic Research, University of Essex
E-mail: zsofia.boda@essex.ac.uk

Malte Jansen: Institute for Educational Quality Improvement (IQB), Humboldt Universität zu Berlin, Centre for International Student Assessment (ZIB)
E-mail: Malte.Jansen@iqb.hu-berlin.de

Miles Hewstone: University of Oxford
E-mail: Miles.Hewstone@new.ox.ac.uk

Acknowledgments: The authors acknowledge financial support from the Volkswagen Foundation (project ISONET, funding number 93 489). The responsibility for the content of this publication lies with the authors.

  • Citation: Lorenz, Georg, Zerrin Salikutluk, Zsófia Boda, Malte Jansen, and Miles Hewstone. 2021. “The Link between Social and Structural Integration: Coand Interethnic Friendship Selection and Social Influence within Adolescent Social Networks.” Sociological Science 8: 371-396.
  • Received: March 3, 2021
  • Accepted: May 19, 2021
  • Editors: Jesper Sørensen, Arnout van de Rijt
  • DOI: 10.15195/v8.a19


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Mexican Ancestry, Immigrant Generation, and Educational Attainment in the United States

Stephen L. Morgan, Dafna Gelbgiser

Sociological Science, September 29, 2014
DOI 10.15195/v1.a23

After introducing alternative perspectives on assimilation and acculturation, we use the 2002-2012 waves of the Education Longitudinal Study to model differences in educational attainment for students sampled as high school sophomores in 2002.  We focus on patterns observed for the growing Mexican immigrant population, analyzing separately the trajectories of 1st, 1.5th, 2nd, and 3rd+ generation Mexican immigrant students, in comparison to 3rd+ generation students who self-identify as non-Hispanic whites and students who self-identify as non-Hispanic blacks or African Americans.  The results suggest that the dissonant acculturation mechanism associated with the segmented assimilation perspective is mostly unhelpful for explaining patterns of educational attainment, especially for the crucial groups of 1.5th and 2nd generation Mexican immigrant students.  Instead, standard measures of family background can account for large portions of group differences in bachelor’s degree attainment, with or without additional adjustments for behavioral commitment to schooling, occupational plans, and educational expectations.  The broad structure of inequality in the United States, as well as the rising costs of bachelor’s degrees, should be the primary source of concern when considering the prospects for the incorporation of the children of recent Mexican immigrants into the mainstream.

Stephen L. Morgan: Johns Hopkins University and Cornell University.  E-mail: stephen.morgan@jhu.edu

Dafna Gelbgiser: Cornell University. Email: dg432@cornell.edu


  • Citation: Morgan, Stephen L. and Dafna Gelbgiser 2014. “Mexican Ancestry, Immigrant Generation, and Educational Attainment in the United States.”Sociological Science 1: 397-422
  • Received: June 19, 2014
  • Accepted: July 14, 2014
  • Editors: Jesper Sørensen, Olav Sorenson
  • DOI: 10.15195/v1.a23

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