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Early patterns of skill acquisition and immigrants’ specialization in STEM careers

Author

Listed:
  • Marcos A. Rangel

    (Sanford School of Public Policy, Duke University, Durham, NC 27708)

  • Ying Shi

    (Center for Education Policy Analysis, Stanford University, Stanford, CA 94305)

Abstract

We provide empirical evidence of immigrants’ specialization in skill acquisition well before entering the US labor market. Nationally representative datasets enable studying the academic trajectories of immigrant children, with a focus on high-school course-taking patterns and college major choice. Immigrant children accumulate skills in ways that reinforce comparative advantages in nonlanguage intensive skills such as mathematics and science, and this contributes to their growing numbers in science, technology, engineering, and math (STEM) careers. These results are compatible with well-established models of skill formation that emphasize dynamic complementarities of investments in learning.

Suggested Citation

  • Marcos A. Rangel & Ying Shi, 2019. "Early patterns of skill acquisition and immigrants’ specialization in STEM careers," Proceedings of the National Academy of Sciences, Proceedings of the National Academy of Sciences, vol. 116(2), pages 484-489, January.
    • Handle: RePEc:nas:journl:v:116:y:2019:p:484-489
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