The Decline in Earnings of Childhood Immigrants in the United States

2019 ◽  
Vol 54 (1) ◽  
pp. 58-82
Author(s):  
Hugh Cassidy

This article provides evidence that, like adult immigrants, male childhood immigrants in the United States, that is, those who arrived before age 18, have experienced a declining trend in their earnings, educational attainment, and English language proficiency over time. Consistent with a strong relationship between the outcomes of parents and children, I find that these declining trends in childhood immigrant outcomes can be explained by controlling for the earnings, and especially educational attainment, of the “potential parents” of these childhood immigrants, that is, adult immigrants from the same birthplace who arrived to the United States during the same time period. Such intergenerational correlations appear to be stronger for childhood immigrants who arrive at a later age. These results highlight the importance of considering immigration from a multi-generational perspective, where the characteristics of immigrants admitted today inform the economic prospects of future generations.

2018 ◽  
Vol 64 (1) ◽  
pp. 31-44
Author(s):  
Fahad Gill ◽  
Waseem Ahmad

This article provides a comprehensive analysis of the earnings disadvantage of 21st century immigrants in the United States. The study is the first to decompose the earnings disadvantage faced by recent immigrants to present the channels through which immigrants lag behind their native counterparts. The decomposition of the earnings disadvantage reveals that the time spent in the United States is the key determinant of the earnings disadvantage. Other important sources of the earnings disadvantage of immigrants are the levels of English-language proficiency and educational attainment. The decomposition analysis also suggests that low levels of human capital cause an even larger disadvantage for immigrants in the years following the 2008-2009 recession as compared with the corresponding relative returns of the prerecession period. The decomposition analysis and trends in returns to human capital variables highlight the merits of a selective immigration system that favors young, English-speaking, and highly educated individuals. JEL Classifications: J1, J3, J6


Author(s):  
Audrey Beck ◽  
Miles Corak ◽  
Marta Tienda

Immigrants’ age at arrival matters for schooling outcomes in a way that is predicted by child development theory: the chances of being a high school dropout increase significantly each year for children who arrive in a host country after the age of eight. The authors document this process for immigrants in the United States from a number of regions relative to appropriate comparison regions. Using instrumental variables, the authors find that the variation in education outcomes associated with variation in age at arrival influences adult outcomes that are important in the American mainstream, notably English-language proficiency and intermarriage. The authors conclude that children experience migration differently from adults depending on the timing of migration and show that migration during the early years of child development influences educational outcomes. The authors also find that variation in education outcomes induced by the interaction of migration and age at arrival changes the capacity of children to become fully integrated into the American mainstream as adults.


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