scholarly journals How Skilled Migrants Enter and Stay in the U.S. Labor Market

2021 ◽  
Author(s):  
Elizabeth Jacobs
Keyword(s):  
Labor Market ◽  
Global Education ◽  
Market Outcomes ◽  
Advanced Degrees ◽  
State Institutions ◽  
Work Transition ◽  
Negative Effect ◽  
Institutional Contexts ◽  
Migration Flows ◽  
The U.S

This paper examines how academic, corporate and state institutions shape inequality in the flow and labor market incorporation of skilled migrants. Using two original datasets, the paper finds that where a migrant earns their degree matters more for explaining patterns of migration and employment than how many degrees they hold, challenging standard theories of human capital and migration.Logistic regression analysis of a novel dataset of LinkedIn employment histories shows that migrants with U.S. degrees are more likely to work in the U.S. at first and current job, while foreign advanced degrees have a strong negative effect on U.S. employment. 105 in-depth interviews show that U.S. universities facilitate the school-to-work transition to the U.S. labor market for international students and U.S. companies display preferences for U.S. degrees. The paper develops new data sources to study dynamic migration flows in transnational, longitudinal perspective and analyzes these data through a multi-level framework that situates migration and employment within institutional contexts driving inequality in labor market outcomes. The findings emphasize the importance of analyzing the effect country of education and level of educational attainment in shaping labor migration flows. I offer a new conceptualization of life-course transitions in the global education and labor markets as migration decisions.

scholarly journals Macroeconomic Long-Run Effects of the German Minimum Wage when Labor Markets are Frictional

2020 ◽  
Vol 240 (2-3) ◽  
pp. 351-386 ◽  
Author(s):  
Helge Braun ◽  
Roland Döhrn ◽  
Michael Krause ◽  
Martin Micheli ◽  
Torsten Schmidt
Keyword(s):  
Labor Market ◽  
Minimum Wage ◽  
Structural Model ◽  
Economic Effects ◽  
Relative Price ◽  
Wage Policy ◽  
Market Outcomes ◽  
Long Run ◽  
Search And Matching Frictions ◽  
Negative Effect

AbstractThis paper analyzes the introduction of the German minimum wage in 2015 in a structural model geared to quantitatively assess its long-run economic effects. We first employ a simple neoclassic model where wages equal their marginal product, then extend this model to two sector economy, and finally introduce search and matching frictions. Even though all model variants remain highly stylized, they yield quantitative insights on the importance of different mechanisms and channels through which minimum wages affect outcomes in the long run. In this framework, the minimum wage has a strong negative effect on employment. When sectors are differently affected by the minimum wage, sectoral relative price changes play an important quantitative role. Other labor market policies and institutions are important for the transmission of minimum wage policy on labor market market outcomes.

Gender Differences in Education and Training in the IT Workforce

2011 ◽  
pp. 3224-3233
Author(s):  
P. Carayon
Keyword(s):  
Gender Differences ◽  
Labor Market ◽  
Educational Attainment ◽  
Market Outcomes ◽  
Advanced Degrees ◽  
Master's Degrees ◽  
Administrative Services ◽  
Education And Health ◽  
Bachelor's Degrees ◽  
Information Sciences

Historically, women have had lower levels of educational attainment (Freeman, 2004; NCES, 1999), which in turn could negatively affect their opportunities in the labor market. However, in the past decade, this has changed dramatically. In general, more women have completed college, and more women have received bachelor’s and master’s degrees than men. Only in the highest level of education (PhD), men hold more degrees than women (NCES, 1999, 2002). In a recent study by the National Center for Education Statistics (NCES), Freeman (2004) presents an overview of the latest developments with regard to gender differences in educational attainment. Historically, females have tended to account for the majority of bachelor’s degrees in fields that often lead to lower paying occupations, such as education and health professions, while males have typically predominated in higher paying fields, such as computer science and engineering. While some of these disparities persist, many changes have occurred since the 1970s. Certain fields in which men received the majority of degrees in the 1970s, such as social sciences, history, psychology, biological sciences/life sciences, and business management and administrative services, attained relative gender parity or were disproportionately female by 2001. While other fields, such as computer and information sciences, physical sciences and science technologies, and engineering, continue to have a larger proportion of males, the percentages of females majoring in those fields is increasing (Freeman, 2004). Between 1970 and 2001, the percentages of master’s, doctoral and first-professional degrees earned by females increased substantially in many fields. However, advanced degrees conferred still tend to follow traditional patterns, with women accounting for the majority of master’s and doctor’s degree recipients in education and health, and men accounting for the majority of recipients in computer and information sciences and engineering. Higher levels of educational attainment are associated with certain labor market outcomes, such as higher labor force participation rates, higher rates of employment, and higher earnings (Freeman, 2004). A study by Igbaria, Parasuraman and Greenhaus (1997) looked at gender differences in the information technology (IT) work force with regard to education and experience, career history and attainments and career orientation. The results showed significant differences in educational attainment. A larger percentage of female IT employees in the study ended their formal education after attaining a bachelor’s degree.

Opportunities Denied, Wages Diminished: Using Search Theory to Translate Audit-Pair Study Findings into Wage Differentials

2013 ◽  
Vol 13 (2) ◽  
pp. 921-958 ◽  
Author(s):  
Jonathan A. Lanning
Keyword(s):  
Experimental Data ◽  
Labor Market ◽  
Labor Market Outcomes ◽  
Search Theory ◽  
Search Model ◽  
Market Outcomes ◽  
Hiring Discrimination ◽  
White Workers ◽  
The Impact ◽  
The U.S

Abstract This article proposes a framework with which to estimate the impact on labor market outcomes implied by audit-pair study findings. I present a search model with discrimination and calibrate the model with experimental data from audit studies of the U.S. labor market and the NLSY79 to estimate the wage and unemployment implications of documented hiring disparity. All simulated results are highly consistent with the hypothesis that hiring discrimination may be an important component of the observed labor market disparity between African American and white workers in the U.S. Additionally, while the simulations only generate a small proportion of the observed gaps in unemployment, it proves to be one of the few models capable of explaining simultaneous wage in unemployment gaps. The most robust finding of the article is that non-trivial wage gaps can result even from the seemingly small differences in hiring rates documented in these studies.

Gender Differences in Education and Training in the IT Workforce

2011 ◽  
pp. 535-542
Author(s):  
Pascale Carayon ◽  
Peter Hoonakker ◽  
Jen Schoepke
Keyword(s):  
Gender Differences ◽  
Labor Market ◽  
Educational Attainment ◽  
Market Outcomes ◽  
Advanced Degrees ◽  
Master's Degrees ◽  
Administrative Services ◽  
Education And Health ◽  
Bachelor's Degrees ◽  
Information Sciences

Historically, women have had lower levels of educational attainment (Freeman, 2004; NCES, 1999), which in turn could negatively affect their opportunities in the labor market. However, in the past decade, this has changed dramatically. In general, more women have completed college, and more women have received bachelor’s and master’s degrees than men. Only in the highest level of education (PhD), men hold more degrees than women (NCES, 1999, 2002). In a recent study by the National Center for Education Statistics (NCES), Freeman (2004) presents an overview of the latest developments with regard to gender differences in educational attainment. Historically, females have tended to account for the majority of bachelor’s degrees in fields that often lead to lower paying occupations, such as education and health professions, while males have typically predominated in higher paying fields, such as computer science and engineering. While some of these disparities persist, many changes have occurred since the 1970s. Certain fields in which men received the majority of degrees in the 1970s, such as social sciences, history, psychology, biological sciences/life sciences, and business management and administrative services, attained relative gender parity or were disproportionately female by 2001. While other fields, such as computer and information sciences, physical sciences and science technologies, and engineering, continue to have a larger proportion of males, the percentages of females majoring in those fields is increasing (Freeman, 2004). Between 1970 and 2001, the percentages of master’s, doctoral and first-professional degrees earned by females increased substantially in many fields. However, advanced degrees conferred still tend to follow traditional patterns, with women accounting for the majority of master’s and doctor’s degree recipients in education and health, and men accounting for the majority of recipients in computer and information sciences and engineering. Higher levels of educational attainment are associated with certain labor market outcomes, such as higher labor force participation rates, higher rates of employment, and higher earnings (Freeman, 2004). A study by Igbaria, Parasuraman and Greenhaus (1997) looked at gender differences in the information technology (IT) work force with regard to education and experience, career history and attainments and career orientation. The results showed significant differences in educational attainment. A larger percentage of female IT employees in the study ended their formal education after attaining a bachelor’s degree.

Reflections on Immigration Economics

2019 ◽  
pp. 574-582
Author(s):  
George J. Borjas
Keyword(s):  
United States ◽  
Labor Market ◽  
Social Policy ◽  
International Migration ◽  
The United States ◽  
Policy Debate ◽  
Market Outcomes ◽  
Econometric Methods ◽  
Migration Flows ◽  
The Many

It has been most rewarding to witness the explosive growth in the amount of effort and attention that economists pay to immigration-related issues over the past 30 years. In the early 1980s, few economists seemed interested in these topics; the debate over immigration issues in the United States and Europe did not raise fundamental questions about social policy; and there were few technical or conceptual issues that cried out for an unambiguous resolution. The intellectual landscape has changed dramatically. Thirty years later, immigration-related issues attract an ever-increasing number of economists to examine the many questions that are raised by the policy debate; by the role that migration flows – and international migration flows, in particular – play in determining labor market outcomes in both sending and receiving countries; and by the ambiguities and difficult identification problems that permeate the models and econometric methods that are used to measure these outcomes....

scholarly journals Wages, Hours, and the School-to-Work Transition: The Consequences of Leaving School in a Recession for Less-Educated Men

2016 ◽  
Vol 16 (1) ◽  
pp. 97-124 ◽  
Author(s):  
Jamin D. Speer
Keyword(s):  
Labor Market ◽  
School To Work ◽  
Transition Time ◽  
First Year ◽  
Full Time ◽  
Market Outcomes ◽  
School To Work Transition ◽  
Published Evidence ◽  
Work Transition ◽  
Part Time

Abstract Using the NLSY’s weekly work history data to precisely measure labor market outcomes and the school-to-work transition, I document severe but short-lived effects of leaving school in a recession for men with 9–12 years of education. I find significant effects of entry labor market conditions on wages, job quality, and the transition time from school to work. In contrast to published evidence on more educated workers, I also find large effects on work hours on both the extensive and the intensive margins. When workers leave high school in a recession, they take substantially longer to find a job, earn lower wages, and work fewer full-time weeks and more part-time weeks. A 4-point rise in the initial unemployment rate leads to an increase in the school-to-work transition time of 9 weeks, a 16% decline in year-one average wage, a 28% fall in hours worked in the first year, and a 45% decline in first-year earnings. However, effects of entry conditions are not persistent and are largely gone after the first year.

scholarly journals Order from Chaos? The Effects of Early Labor Market Experiences on Adult Labor Market Outcomes

ILR Review ◽  
1998 ◽  
Vol 51 (2) ◽  
pp. 299-322 ◽  
Author(s):  
Rosella Gardecki ◽  
David Neumark
Keyword(s):  
Labor Market ◽  
Labor Markets ◽  
Labor Market Outcomes ◽  
School To Work ◽  
Longitudinal Survey ◽  
Job Market ◽  
Market Outcomes ◽  
Employment Relationships ◽  
Work Transition ◽  
Stable Employment

This paper examines the consequences of initial periods of “churning” or “mobility” in the labor market, to help assess whether faster transitions to stable employment relationships—as envisioned by advocates of school-to-work programs—would be likely to lead to better adult labor market outcomes. An analysis of National Longitudinal Survey of Youth data for the years 1979–92 yields modest evidence, at best, linking early job market stability to better labor market outcomes. The authors find that for both genders, adult labor market outcomes (defined as of the late 20s or early to mid-30s) are for the most part unrelated to early labor market experiences. This evidence does not support efforts to explicitly target the school-to-work transition, insofar as doing so implies changing the structure of youth labor markets so that workers form earlier and firmer attachments to employers, industries, or occupations.

Alcohol Abuse, Alcoholism, and Labor Market Outcomes: Looking for the Missing Link

ILR Review ◽  
2008 ◽  
Vol 62 (1) ◽  
pp. 92-103 ◽  
Author(s):  
Francesco Renna
Keyword(s):  
Labor Market ◽  
Alcohol Abuse ◽  
Problem Drinking ◽  
Labor Market Outcomes ◽  
Hourly Wage ◽  
Negative Effects ◽  
Market Outcomes ◽  
Labor Earnings ◽  
Negative Effect ◽  
Using Data

There is puzzling evidence that alcohol abuse and alcoholism reduce labor earnings but have no effect on either hours worked or the hourly wage. This study revisits the link between problem drinking and earnings using data from the 1989 and 1994 waves of the National Longitudinal Survey of Youth. Questions about problem drinking were keyed to a table of symptoms for alcohol abuse and alcoholism in the Diagnostic and Statistical Manual of Mental Disorders. The author finds no effects associated with alcohol abuse. In OLS regressions, alcoholism appears to have had negative effects on both labor market outcomes. In the lag variable and in the first difference regressions, alcoholism's negative effect on wages disappears, but its negative effect on hours of work remains, suggesting that the negative effect of alcoholism on earnings operates through reduced work hours. These results of the two-stage least squares are inconclusive.

Sign in / Sign up

Export Citation Format

Share Document