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Disparities in the Educational Success of Immigrants: An Assessment of the Immigrant Effect for Asians and Latinos

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Listed:
  • Angel L. Harris

    (Princeton University)

  • Kenneth M. Jamison

    (Princeton University)

  • Monica H. Trujillo

    (Princeton University)

Abstract

This study employs nationally representative data to determine how immigrants from the largest immigrant groups within the United States (i.e., Asians and Latinos) compare to whites on a wide range of educational outcomes. The authors also examine the extent to which socioeconomic background and immigrant characteristics explain racial/ethnic difference in academic outcomes. In addition, this study includes analyses that omit whites and compare immigrants to their nonimmigrant counterparts. Previous studies typically use whites as a basis for comparison, which the authors argue may not be appropriate for isolating the immigrant effect on scholastic outcomes. Findings show Asian immigrants have better educational outcomes than whites, which is accounted for by their immigrant characteristics. In contrast, Mexican and Puerto Rican immigrants have lower educational outcomes than whites, most of which is explained by socioeconomic background. Furthermore, findings illustrate the importance of employing the proper reference group for immigration scholars.

Suggested Citation

  • Angel L. Harris & Kenneth M. Jamison & Monica H. Trujillo, 2008. "Disparities in the Educational Success of Immigrants: An Assessment of the Immigrant Effect for Asians and Latinos," The ANNALS of the American Academy of Political and Social Science, , vol. 620(1), pages 90-114, November.
    • Handle: RePEc:sae:anname:v:620:y:2008:i:1:p:90-114
    DOI: 10.1177/0002716208322765
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    References listed on IDEAS

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    1. Patrick Royston, 2004. "Multiple imputation of missing values," Stata Journal, StataCorp LP, vol. 4(3), pages 227-241, September.
    2. George J. Borjas, 1982. "The Earnings of Male Hispanic Immigrants in the United States," ILR Review, Cornell University, ILR School, vol. 35(3), pages 343-353, April.
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