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The impact of internal migration on educational outcomes: Evidence from Turkey

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  • Berker, Ali

Abstract

Similar to the relation between the inflows of immigrants and educational outcomes that are found in immigration studies, the spatial distribution of internal migrants within a given country also may influence educational outcomes, at least in the short run. This could be particularly true in Turkey, where inter-provincial mobility is high and where striking differences in educational resources and therefore educational success across regions persist. Using the 1990 and 2000 Turkish Censuses, this study exploits variations over time in the inflow of internal migrants across provinces to identify the causal effect of internal migration on natives' educational outcomes. The evidence suggests that the inflow of migrants lowers natives' completion rates for middle school and high school. Evidence also indicates that while the negative effects appear to be greater among native children from low-SES households, native high-SES households are able to mitigate these adverse effects for their children. Furthermore, the estimated effects exhibit some differences by children's gender and migrant status.

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  • Berker, Ali, 2009. "The impact of internal migration on educational outcomes: Evidence from Turkey," Economics of Education Review, Elsevier, vol. 28(6), pages 739-749, December.
    • Handle: RePEc:eee:ecoedu:v:28:y:2009:i:6:p:739-749
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    Cited by:

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    2. Feng Hu, 2013. "Does migration benefit the schooling of children left behind?," Demographic Research, Max Planck Institute for Demographic Research, Rostock, Germany, vol. 29(2), pages 33-70.
    3. Jamal Bouoiyour, Amal Miftah, 2015. "Migration, remittances and educational levels of household members left behind: Evidence from rural Morocco," European Journal of Comparative Economics, Cattaneo University (LIUC), vol. 12(1), pages 21-40, July.
    4. Bouoiyour, Jamal & Miftah, Amal & Mouhoud, El Mouhoub, 2016. "Education, male gender preference and migrants' remittances: Interactions in rural Morocco," Economic Modelling, Elsevier, vol. 57(C), pages 324-331.
    5. Lyuci Zhang & Samsilah Roslan & Zeinab Zaremohzzabieh & Yuqin Jiang & Sumei Wu & Ye Chen, 2022. "Perceived Stress, Social Support, Emotional Intelligence, and Post-Stress Growth among Chinese Left-Behind Children: A Moderated Mediation Model," IJERPH, MDPI, vol. 19(3), pages 1-13, February.
    6. Jamal Bouoiyour, Amal Miftah, 2015. "Migration, remittances and educational levels of household members left behind: Evidence from rural Morocco," European Journal of Comparative Economics, Cattaneo University (LIUC), vol. 12(1), pages 21-40, July.
    7. Ayca Akarcay-Gurbuz & Sezgin Polat, 2015. "The rocky road to post-compulsory education in Turkey: Intergenerational educational mobility," Koç University-TUSIAD Economic Research Forum Working Papers 1510, Koc University-TUSIAD Economic Research Forum.
    8. Yang, Ning & Qi, Yanan & Lu, Jinjin & Hu, Jiangbo & Ren, Yonggang, 2021. "Teacher-child relationships, self-concept, resilience, and social withdrawal among Chinese left-behind children: A moderated mediation model," Children and Youth Services Review, Elsevier, vol. 129(C).
    9. Ma, Gaoming & Wu, Qiaobing, 2020. "Cultural capital in migration: Academic achievements of Chinese migrant children in urban public schools," Children and Youth Services Review, Elsevier, vol. 116(C).
    10. Ma, Gaoming & Wu, Qiaobing, 2019. "Social capital and educational inequality of migrant children in contemporary China: A multilevel mediation analysis," Children and Youth Services Review, Elsevier, vol. 99(C), pages 165-171.
    11. Tumen, Semih, 2018. "The Impact of Low-Skill Refugees on Youth Education," IZA Discussion Papers 11869, Institute of Labor Economics (IZA).
    12. Stuart Cameron, 2012. "Education, Urban Poverty and Migration: Evidence from Bangladesh and Vietnam," Papers inwopa679, Innocenti Working Papers.

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