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This work analyzes female immigrants’ integration in the dimensions of education, labor market participation and fertility in 15 European countries, considering individual characteristics, including cultural background, host countries’ attitudes towards immigrants, the role of women in the family and country-specific integration policy. All these aspects taken together are crucial to understand the main patterns of integration focusing on gender differences.

We focus on second- and first-generation male and female immigrants between the age of 25 and 41, with a length of stay of at least ten years. Enrollment ratios for tertiary education in parents’ countries, the total fertility rate and the female labor force in the mother’s country represent ethnic background. Diversity in the destination regions is captured by local attitudes towards immigrants, the perceived role of women and national policies to integrate migrants [Migrant Integration Policy Index (MIPEX)]. The data are drawn from the European Social Survey (ESS) for 2010–2018. Our results are based on ordinary least squares (OLS) and logit estimates; multilevel analysis was conducted.

We find significant evidence of gender role transmission from mother to daughter; age at immigration seems to be crucial to examine the importance of the culture of origin among immigrants. However, females are responsive to attitudes toward immigrants and gender equality in receiving societies, while integration policies, by defining the set of opportunities, may contribute to both genders’ tertiary education and women’s probability of being in the labor force.

This work underlines that integration policies favoring equal rights as nationals may contribute to both women’s tertiary education and their probability of being in the labor force.

We explore female integration in Europe in the dimensions of education, labor market, fertility and the role of both immigrants’ cultural heritage and specific aspects of destination countries. Previous research, particularly in the USA, has generally focused on some of these features at the expense of a more comprehensive approach. This study builds upon the existing literature and contributes to it by taking a multifaceted approach to female integration in Western Europe, which presents not only an institutional context different from the USA but also some heterogeneity with respect to integration policies and socioeconomic factors.

Given that a large proportion of refugees and forced im/migrants today are school-age, schools are widely assumed to be sites where integration will happen. How this integration will occur and whether education policies facilitate social cohesion is unclear. Focusing on California and Berlin as examples of politically left-leaning states that receive immigrants in substantial numbers, this chapter seeks to examine their immigration, integration, and education policies. Using an original conceptual framework, this chapter analyzes how relevant federal and state policies have evolved since the 1980s in these two contexts. This chapter considers integration to be the process by which immigrants identify with the receiving country (RC) and their previous contexts, provided that the RC is supportive and accepting. The goal of integration is less inequality along ethnic or cultural lines. By analyzing policies in terms of immigrant students’ identity formation and conceptions of equality, this chapter argues that the evolution of such policies in Berlin and California has not always been linear. Moreover, while both states consider diversity to be positive, their policies do not extend to facilitating a new culture that productively operationalizes the diversity of immigrant and non-immigrant students.

To investigate the extent of over‐education for recently arrived tertiary educated male immigrants in order to ascertain if higher educated immigrants face assimilation hurdles in the Australian labour market.

Using immigrant longitudinal data (LSIA), this paper uses the job analysis/objective method of defining over‐education. Also, bivariate probits are used to account for selectivity into employment when studying the determinants of graduate over‐education. The over, required and under‐education (ORU) earnings function is utilised to find the rates of return to education investment.

It is found that English speaking background (ESB) immigrants to have similar rates of over‐education compared to the native born, while only Asian non‐English speaking background (NESB) immigrants see a rise in over‐education after tighter immigration and welfare policies were introduced. Returns to required schooling are substantial, but the penalty for excess years of schooling is large, though consistent with the stylised facts of over‐education.

Short time‐frame (up to five years) only allows for an investigation of initial assimilation.

Using panel data, this paper is the first to study the initial phase of highly educated immigrant assimilation into the Australian labour market from the viewpoint of job matching rather than just employment.

The purpose of this paper is to provide a country‐level consideration of the relationship between entrepreneurship, immigration and education. In contrast to studies that report on immigration and entrepreneurship in a region or single country, the authors seek to determine whether levels of immigration, and the level of education obtained by the immigrants, are predictive of levels of entrepreneurship activity. A common set of variables and data from developed countries are used to test the hypothesized relationships.

Using data on 21 OECD countries and five measures of entrepreneurship from the Global Entrepreneurship Monitor project, the authors assess the significance of immigration and education level on entrepreneurial activity using regression analysis.

The stock of immigrants in a country was found to be predictive of the proportion of that country's population involved in starting and managing a new business (early stage entrepreneurship), as well as the growth expectations held by those early‐stage entrepreneurs. Also, levels of high growth and high growth expectation entrepreneurship were predicted by the proportion of more highly‐educated immigrants.

This study provides national‐level comparative evidence linking entrepreneurial activity to immigration and to the level of education obtained by those immigrants, thereby adding to our understanding of immigration, education and entrepreneurship. The results have implications for the immigration policies of countries seeking to add to their economic base by encouraging entrepreneurship and job creation.

In the 1982, ruling of Plyler v. Doe the Supreme Court of the United States ruled that undocumented children cannot be denied a public education. Yet, as this chapter is being written in 2015, states across the United States have passed statutes preventing the education of these children and by practical extension documented children and their families. A package of Executive Actions by President Obama in November of 2014 modestly benefited and impacted the rights of undocumented immigrants, but did not challenge the state laws affecting school children and university students. In this chapter, we will review the rights to education of immigrant children. We will review the national scene as it stands amidst confusion in the absence of meaningful immigration reform by the U.S. Congress and the puzzle of the states arbitrarily denying rights flowing from the Fifth and Fourteenth Amendments of the United States Constitution, carefully articulated in Plyler. We intend to present a blunt portrait of rights denied and children left behind.

The purpose of this paper is to assess how wages of US native workers with various educational backgrounds are affected by immigration.

This paper estimates the responses of these workers’ wages to the concentration of immigrants with various educational backgrounds in their local labour markets, using 1980‐2000 US Census data and instrumental variables approach.

Wages of native high school dropouts fall slightly in the presence of immigrant high school dropouts and high school graduates; wages of native high school graduates fall slightly in the presence of immigrant high school graduates, but rise in the presence of immigrants with higher levels of education; wages of native workers with some college education fall slightly with larger concentrations of immigrant high school graduates but rise slightly with larger concentrations of immigrant college graduates; and there is no evidence that wages of native college graduates are affected by immigration.

No previous studies have considered these possibilities when assessing the impact of immigration on native workers’ wages.

This paper examines how changes in immigration policy levers actually affect the skill characteristics of immigrant arrivals using a unique Canadian immigrant landings database. The paper identifies some hypotheses on the possible effects on immigrant skill characteristics of the total immigration rate, the point system weights and immigrant class weights. The “skill” characteristics examined are level of education, age, and fluency in either English or French. Regressions are used to test the hypotheses from Canadian landings data for 1980–2001. It is found that (i) the larger the inflow rate of immigrants the lower the average skill level of the arrivals, (ii) increasing the proportion of skill-evaluated immigrants raises average skill levels, and (iii) increasing point system weights on a specific skill dimension indeed has the intended effect of raising average skill levels in this dimension among arriving principal applicants.

United States immigration policy is one of the most dynamic and fiercely argued public policy issues today – often including questions of how many and from where. Poor economic conditions overseas, perceptions of a relative abundance of opportunity in the United States, flight from persecution and upheaval, and revolutions in communication and transportation are often cited as the major factors explaining historic and current waves of immigrants (legal and illegal) to U.S. shores (Batchelor, 2004; Borjas, 2004; Porter, 2006). U.S. immigration legislation is also a key factor in determining the numbers and composition of America's new residents. The focus of this chapter therefore consists of the costs associated with providing illegal immigrants with the benefit of free, public schooling within the context of globalization. More specifically, given the broader social, political, and economic parameters of the immigration debate and its meaning, the chapter discusses the legal and educational issues faced in the United States by those undocumented students who desire to attend public schooling, as well as the ways current state and federal laws both empower and discourage them.

Past research on the immigrant health paradox suggests that children with immigrant parents may have a health advantage over those with US-born parents, especially if the parent is a recent immigrant. Other research emphasizes the social and economic challenges children with immigrant parents face, in part due to disadvantaged social class and racial/ethnic positions. Underlying physiological changes due to chronic stress exposures among children in immigrant families is one potential health disadvantage that may not yet be apparent in traditional health measures. To explore these biological disparities during childhood, I use national biomarker and survey data from the National Health and Nutrition Survey (NHANES) (N = 11,866) to evaluate parent nativity and educational status associations with low-grade inflammation, indicated by C-reactive protein (CRP), in children ages 2–15 years. I find that children with an immigrant parent, and particularly a low-educated immigrant parent, have higher CRP, net of birth, body mass index (BMI) and other factors, than children with a US-born parent with either a low or higher education. Comparing children with low-educated parents, those with a foreign-born parent have higher predicted CRP. The findings from this study provide new evidence that children living in immigrant families in the US may be facing higher levels of chronic stress exposure, as indicated by the increased risk of low-grade inflammation, than those with US-born parents. The physiological changes related to increased risk of inflammation, could set children in immigrant families on pathways toward mental and physical health problems later in the life course.

This paper aims to present new research on family‐supported immigrant women. Throughout the period 1994‐2005, around 11 percent of immigrant women aged 25‐66 from non‐Western countries in Denmark were family‐supported.

The study applies a mixed methods approach integrating register‐based quantitative analysis with qualitative analysis of interview material.

The paper finds that family‐supported immigrant women in Denmark can roughly be divided into two sub‐groups. One group of women from the former Eastern bloc who have arrived recently, who have a relatively high‐level of education and who often have a Danish husband; and another group of women from more typical “guest worker” countries, who have a lower level of education and who often have a husband with the same ethnic origin. A second finding is that for some women, being family‐supported is a permanent rather that a temporary state. Third, the paper finds that family‐supported women have a variety of motivating factors pulling them towards a working life, but they experience barriers for employment and education such as non‐recognition of qualifications obtained outside of Denmark and a high demand for Danish linguistic skills.

The practical implications of the research are numerous. One implication is that qualifications depreciate when not used. Being fixed in a job where one's skills are not utilized violates future employment opportunities. The marginal position of these women on the labor market makes them vulnerable, not least in times of recession.

Little research has previously been done about this group of women, even though the size of the group is not negligible.