Native and Immigrant School-to-Work Transitions. Refocusing Policy Concerns.

Autor/in	Quigley, Denise D.
Institution	Rand Corp., Santa Monica, CA.
Titel	Native and Immigrant School-to-Work Transitions. Refocusing Policy Concerns.
Quelle	(1996), (182 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Asian American Students; Asian Americans; Blacks; Education Work Relationship; Ethnic Groups; Full Time Students; High School Graduates; Hispanic American Students; Hispanic Americans; Immigrants; Mexican Americans; Minority Groups; Part Time Employment; Part Time Students; Postsecondary Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Black person; Schwarzer; Ethnie; Vollzeitstudium; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Hispanic; Hispanic Americans; Hispanoamerikaner; Immigrant; Immigrantin; Immigranten; Ethnische Minderheit; Part-time employment; Teilzeitbeschäftigung; Part-time students; Teilzeitstudent; Post-secondary education; Tertiäre Bildung
Abstract	A research study examined the joint employment and schooling patterns of both immigrants and natives during their initial 6 years after high school. The data analyzed were from the Senior Cohort of the High School and Beyond survey covering 1980-86. The analysis found that immigrants who initially left school as high school graduates or with some postsecondary education did not move frequently between employment, unemployment, and labor force nonparticipation, despite the fact that they accumulated less work experience during their earlier years in the labor market. Instead, relative to natives, immigrant youth are spending more time during the transition attending postsecondary school, as a single activity or combined with employment. The patterns observed for immigrant youth were found to depend on immigrants' years in the United States and country of origin. The tradeoff of spending more time during the transition attending postsecondary education instead of working as a full-time activity is more pronounced the less time an immigrant has spent in the United States. Mexican immigrants attend more postsecondary school than natives, but they do this combined with part-time employment. Central American immigrants also attend more postsecondary school than natives, but combined with full-time employment. Asian immigrants trade 1 year less of work experience (of 6 years) for 1 year more of postsecondary education, half of which is combined with part-time employment. Immigrant Hispanics combine school with full-time employment, whereas Hispanic Americans work full time as their sole activity. Black immigrants attend more postsecondary school than native blacks. The study concluded that the school-to-work transition of immigrants appears at least as smooth as that of natives, indicating that there is no additional need for targeted assistance for immigrants. (The report includes 63 references, six appendixes describing immigrant and native youth work-school patterns, 24 figures, and 34 tables.) (KC)
Anmerkungen	RAND Distribution Services, 1700 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138; telephone: 310-451-7002; fax: 310-451-6915.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC