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Mind the Gap: Compositional, Cultural and Institutional Explanations for Numeracy Skills Disparities between Adult Immigrants and Natives in Western Countries

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  • Levels, Mark

    (Maastricht University)

  • Dronkers, Jaap

    (Maastricht University)

  • Jencks, Christopher

    (Harvard University)

Abstract

This paper empirically tests diverse theoretical explanations for observed skills disparities between adult immigrants and non-immigrants. Using skills data from 100,000 adults (16-65) in 18 Western countries, we show that in almost all countries, adult immigrants are less numerically skilled than non-immigrants, but that the size of the skills gap varies strongly cross-nationally. Multilevel models reveal that differences related to immigrant populations' composition on demographic and socioeconomic characteristics, employment and countries of birth largely explain these regularities. In addition, countries' religious diversity, immigrants' social and educational integration are associated with smaller skills gaps, while labor market protectionism and educational systems' vocational orientation are related to larger gaps. Theoretical and policy implications are discussed.

Suggested Citation

  • Levels, Mark & Dronkers, Jaap & Jencks, Christopher, 2014. "Mind the Gap: Compositional, Cultural and Institutional Explanations for Numeracy Skills Disparities between Adult Immigrants and Natives in Western Countries," Working Paper Series rwp14-020, Harvard University, John F. Kennedy School of Government.
    • Handle: RePEc:ecl:harjfk:rwp14-020
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    Cited by:

    1. Barrett, Alan & McGinnitty, Frances & Quinn, Emma (ed.), 2017. "Monitoring Report on Integration 2016," Research Series, Economic and Social Research Institute (ESRI), number BKMNEXT330, June.

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