Social Origins and the Educational and Occupational Achievements of the 1.5 and Second Generations

Authors


  • Funding for this project comes from the Social Science and Humanities Research Council of Canada Standard Research Grant 410-2004- 0650 (Socio-Economic Integration, Acculturation, and Intermarriage of Immigrant Offspring), and the award of the SSHRC Canada Research Chair in Immigration, Inequality, and Public Policy to the author. The early stages of the project also were facilitated by the Statistics Canada Visiting Senior Scholar award. The analysis is made possible by the joint university-SSHRC-Statistics Canada funding of the Research Data Centres and the availability of the 2001 General Social Survey at the University of Toronto Research Data Centre.

Monica Boyd, Department of Sociology, University of Toronto, 725 Spadina Avenue, Toronto, ON M5S 2J4. E-mail: monica.boyd@utoronto.ca

Abstract

Des enquêtes spéciales démontrent que l'origine sociale constitue un déterminant important du niveau d'instruction des enfants immigrants. Cependant, l'omission de poser des questions sur l'origine sociale dans les grandes enquêtes empêche souvent l'étude de la relation existant entre l'origine sociale et la réussite socioéconomique de la progéniture des immigrants à l'âge adulte. L'analyse de l'Enquête sociale générale—cycle 15: rétrospective sur la famille de 2001 confirme l'influence de l'origine sociale, y compris les caractéristiques des antécédents familiaux, sur le niveau d'instruction et sur la réussite professionnelle de la progéniture des adultes immigrants âgée de 30 à 64 ans, classée par la distance de l'expérience migratoire et par la région d'origine. Les modèles de réussite de la progéniture des groupes spécifiques d'immigrants, particulièrement ceux provenant de nouvelles régions autres que les États-Unis, le Royaume-Uni, l'Irlande et l'Europe, sont en accord avec le modèle de l'«optimisme de l'immigrant» observé dans les études antérieures.

Special surveys show social origins are important determinants in the educational achievements of immigrant children. However, the omission of social origin questions on large surveys frequently prevents studying the relationship between social origins and the socioeconomic attainments of immigrant offspring in adulthood. Analysis of the 2001 General Social Survey Cycle 15 on Family History confirms the influence of social origins including family background characteristics on the educational and occupational achievements of adult immigrant offspring, age 30 to 64, demarcated by distance from the migration experience and by region of origin. The patterns of achievement for specific groups of immigrant offspring, particularly those whose origins are from new areas other than the United States, United Kingdom and Ireland, and Europe, is consistent with the “immigrant optimism” model observed in earlier studies.

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