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This article reviews evidence on the labor market performance of Hispanics in the United States, with a particular focus on the US-born segment of this population. After discussing critical issues that arise in the US data sources commonly used to study Hispanics, we document how Hispanics currently compare with other Americans in terms of education, earnings, and labor supply, and then we discuss long-term trends in these outcomes. Relative to non-Hispanic Whites, US-born Hispanics from most national origin groups possess sizeable deficits in earnings, which in large part reflect corresponding educational deficits. Over time, rates of high school completion by US-born Hispanics have almost converged to those of non-Hispanic Whites, but the large Hispanic deficits in college completion have instead widened. Finally, from the perspective of immigrant generations, Hispanics experience substantial improvements in education and earnings between first-generation immigrants and the second-generation consisting of the US-born children of immigrants. Continued progress beyond the second-generation is obscured by measurement issues arising from high rates of Hispanic intermarriage and the fact that later-generation descendants of Hispanic immigrants often do not self-identify as Hispanic when they come from families with mixed ethnic origins.

The article confronts comparative research outcomes on factors that helped or hindered the educational success of immigrant youth and second generation in the past decades in several European countries with the institutional responses of European educational systems to the challenges of integrating a substantial number of refugee and other newly arrived children since 2014. Especially studies on the second generation – mostly the offspring of labour migrants – have revealed substantial differences in the long-term effects of specific institutional arrangements in the different systems that can – and should – serve as lessons for the potentially detrimental effects of the ways schools and school systems have reacted to the new influx of immigrant children. In the light of the lessons that could be learned from previous experiences with immigrant children and children of immigrants the article analyses in which way the current responses of different European educational systems to the presence of refugee and other immigrant children reflect these lessons, but also do justice to the particular challenges and specific situations of refugee youth that generally place them at an even higher disadvantage than other migrants. On the other hand, some of the ad-hoc measures for refugee pupils may have the potential of becoming permanent features of the respective educational systems.

The study compares the social mobility and status attainment of firstand second-generation Turks in nine Western European countries with those of Western European natives and with those of Turks in Turkey. It shows that the children of low-class migrants are more likely to acquire a higher education than their counterparts in Turkey, making them more educationally mobile. Moreover, they successfully convert this education in the Western European labor market, and are upwardly mobile relative to the first generation. When comparing labor market outcomes of second generations relative to Turks in Turkey, however, the results show that the same level of education leads to a higher occupation in Turkey. The implications of these findings are discussed.

\"Using data from the three rounds of the European Social Survey, this article investigates the disparities in life satisfaction measures between the first- and second-generation immigrants, on the one hand, and the natives, on the other hand, in 13 European countries. Two major theoretical hypotheses explaining the lower level of immigrants' subjective well-being are tested: the straight line assimilation and the effect of discrimination. The main finding is that immigrants' relative dissatisfaction does not diminish with time and across generations, which refutes the predictions of the assimilation paradigm. However, when ethnic groups are compared, the discrimination some of them perceive in the host society seems to be a more consistent explanation for their lower life satisfaction level. The effect of discrimination is measured with an attempt to correct for the endogeneity bias that it may lead to by using simultaneous regressions with instrumental variables.\" Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch; Sekundäranalyse. Die Untersuchung bezieht sich auf den Zeitraum 2002 bis 2006. (author's abstract, IAB-Doku).

We conceptualize immigrant incorporation as a categorically driven process and contrast the bright distinctions between first-generation immigrants and natives, with more blurry second-generation contrasts. We analyze linked employer-employee data of a sample of 5,097 employees in 97 large German organizations and focus on first- and second-generation immigrants. We explore how generational status in the labor market and workplace contexts expands and contracts native-immigrant wage inequalities. We find a substantial average first-generation immigrant-native wage gap, which is not explained by individual human capital differences or most aspects of organizational context. In contrast, there is, on average, no second-generation wage gap, but there are substantial variations across workplaces. A series of results confirm predictions from relational inequality theory. For both first- and second-generation immigrants, working in a high-inequality workplace is associated with larger wage gaps. Second-generation immigrants perform better in workplaces where they have intersectional advantages over natives, and for first-generation immigrants collective bargaining protection narrows wage gaps with natives. Consistent with ethnic competition theory, in workplaces with very high shares of immigrant workers, the first-generation–native wage gap is larger. In contrast, increased contact between native Germans and second-generation immigrant coworkers reduces earnings gaps, but only up to a tipping point, after which competition processes reappear and earning gaps widen.

Research on the children of immigrants born in the host country (G2) consistently reveals disparities between their educational achievements and labour market outcomes compared to the majority population. This study provides new insights into understanding this disparity by examining patterns of overqualification—i.e., a downward educational mismatch—among the G2. Specifically, it explores 1) how overqualification patterns differ between the G2, foreign-born immigrants (G1), and the majority population and 2) how overqualification patterns vary across ten G2 ancestry groups compared to the majority population. Utilizing Swedish total population register data and linear probability models, this study estimates the probability of overqualification across different immigrant generations and ancestry groups, employing the Realised Matches method to measure overqualification. The results indicate that while G2 individuals have a lower probability of experiencing overqualification compared to G1, they face moderately higher probabilities of overqualification than the majority population—up to 19% higher. This disparity is particularly pronounced among G2 individuals with tertiary education and those of Iranian, Middle Eastern and North African, and Other Non-Western origins, with up to 39% higher probabilities. These findings suggest that G2 individuals, particularly those of non-Western origins, encounter significant challenges in translating their educational qualifications into commensurate employment within the Swedish labour market.

Using data from the German Socio-Economic Panel for 1984–2018, we analyze the intergenerational education mobility of immigrants in Germany by identifying the determinants of differences in educational stocks for first- and second-generation immigrants in comparison to individuals without a migration background. Our results show that on average, first-generation immigrants have fewer years of schooling than native-born Germans and have a disproportionate share of lower educational qualifications. This gap is strongly driven by age at immigration, with immigration age and education revealing a nonlinear relationship. While the gap is relatively small among individuals who migrate at a young age, integrating in the school system at secondary school age leads to large disadvantages. Examining the educational mobility of immigrants in Germany, we identify an inter-generational catch-up in education. The gap in education between immigrants and natives is reduced for the second generation. Finally, we find that country of origin differences can account for much of the education gap. While immigrants with an ethnic background closer to the German language and culture show the best education outcomes, immigrants from Turkey, Italy, and other southern European countries and especially the group of war refugees from Syria, Afghanistan, Iraq and other MENA countries, have the lowest educational attainment.

Our study utilizes the unique Integrated Values Survey (IVS) dataset, which combines the European Values Study and the World Values Survey, and uses econometric modelling to examine how personality traits relate to self-employment decisions amongst natives, as well as first-generation and second-generation immigrants from 2010 to 2021. We contribute to the literature by focusing on personality traits, as well as literature on immigrant entrepreneurship, particularly for the Organization for Economic Co-operation and Development (OECD) countries. To the best of our knowledge, our study is the first to use the IVS dataset, a large multi-country dataset for such analyses. We further focus on different categories of ​​self-employment, including self-employment with and without employees, and examine their determinants. The evidence indicates that risk-taking and innovation indicators are conducive to self-employment. Our study also notes how the association of education and self-employment differs between natives and immigrants.

Gender attitudes toward women's employment are of particular importance because they positively influence gender-equal outcomes in the labor market. Our understanding of the mechanisms that promote egalitarian gender attitudes among immigrants, however, remains limited. By studying first- and second-generation immigrants from multiple origins and living in different countries, this article seeks to explain under what conditions the prevalent cultural attitudes toward gender roles at the origin and destination influence immigrants' gender attitudes. We address three main research questions. First, does the country-of-origin gender ideology influence immigrants' views toward working women? Second, does the country-of-destination gender ideology influence immigrants' view toward working women? Are these relationships moderated by (1) the immigrant generation; (2) the age at arrival in the country of destination; (3) the length of residence at destination? Using data from the European Social Survey, we model immigrants' gender attitudes toward working women using linear cross-classified models to account for clustering into the country of origin and destination. The results highlight the importance of the context of early socialization in shaping immigrants' gender attitudes. First-generation immigrants, and more specifically, adult migrants hold gender attitudes that reflect more strongly the country of origin's gender culture. In contrast, the positive association between gender ideology at destination and immigrants' gender attitudes is stronger among second-generation immigrants and child migrants. We add to the literature on gender ideology formation by analyzing the influence of gender ideology at the origin- and destination-levels on the gender attitudes of immigrants from 96 countries of origin and residing across 32 countries of destination.

This paper compares the educational attainment of second-generation immigrants with that of children born to native parents in several OECD countries. We show that the average gap in test scores of children of immigrants and natives differs widely across countries, and is strongly related to achievement differences in the parent generation. The disadvantage of immigrant children reduces, and even disappears for some countries, once we condition on parental background characteristics. A foreign language spoken at home is the single most important factor associated with the achievement gap. An alternative reference group to native children are children born to non-emigrants in the country of origin. We compare mathematics test scores of children of Turkish immigrants in several destination countries, to those of Turkish children in Turkey whose parents have not emigrated. We find that in most host countries, the test score achievement of the children of Turkish immigrants (although being lower than that of their native peers) is higher than that of children of their cohort in the home county. This is conditional and unconditional on parental background characteristics. The higher school- and peer- quality relative to that in the home county is a main determinant of the educational advantage of immigrant children.