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Human capital accumulation and skills formation among natives and migrants in the UK

英国本地人和移民的人力资本积累和技能形成

基本信息

批准号：
ES/S011900/1
负责人：
Greta Morando
金额：
$ 15.08万
依托单位：
Royal Holloway University of London
依托单位国家：
英国
项目类别：
Fellowship
财政年份：
2018
资助国家：
英国
起止时间：
2018 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FS011900%2F1
关键词：
Human capital accumulation skills formation

项目摘要

There are several ways in which the migrant/native dimension can be investigated to study thedeterminants of skills composition. First, it can be done in terms of how and why migrants and natives differ in their specialisation. My project will reply to questions such as: do migrants and natives specialise in different subjects? If so, when do these differences emerge and how do they evolve over time? To what extent can these differences be explained by language proficiency? Due to (perceived) lower ability in English, migrants might specialise in more technical subjects, such as STEM subjects. And how are the differences due to differences in parental investment and aspirations towards education? Migrant and native parents might differ in their information about the educational system and in the aspirations for their children because of their different life experiences, cognitive and non-cognitive skills, and ethnic capital. Second, migration might cause natives to specialise in certain sectors more than others. Students do not make their choices in isolation but in response to the surrounding environment. The literature on peer effects has emphasised the roles that classmates have on various educational decisions (Elsner andIsphording, 2017). I will assess whether the ethnic composition in the classroom affects futureeducational decisions, thus contributing to the small literature on the topic in the UK (to my knowledge, only Geay et al. 2013 investigates the impact of non-English speaker pupils on natives' grades at primary education). Furthermore, I will investigate whether migrants also affect natives at the highest level of education. Within field of specialization, I will study whether migrants affect graduate natives on two dimensions: HE outcomes and labour market outcomes. During the fellowship, I will be exploring how to best reply to these research questions with availabledata and appropriate empirical strategies using Advanced Quantitative Methods. I will address these research questions using econometric techniques to establish a causal relation between the variables and the outcomes of interest. The UK is an ideal country to study these questions. One of the best administrative datasets, the National Pupil Database, can now be linked to surveys (e.g. Understanding Society and the Millennium Cohort Study), and other administrative datasets (e.g. the Higher Education Statistical Agency). This provides ample scope for investigating my research questions in a quantitative framework by using novel and robust strategies. (Notice that I have already worked with all datasets just cited.) My project will give a comprehensive description of the issue of specialisation and skills formation in a life-cycle perspective, i.e. from primary school to HE. This is important because the UK educational system is characterised by early-specialisation. At age 14, pupils select which subjects to study (only maths and English are mandatory and science can be chosen to be studied as single/double/triple option) and their choices will affect whether and what to study at post-secondary school, which will in turn affect HE outcomes. Indeed, ethnic minorities are more likely to specialise in STEM subjects at secondary school and this is mirrored in degree choices at HE (Codiroli Mcmaster 2017). Furthermore, looking at only at one stage of education could be misleading to understand the overall impact of specialization and its determinants for migrants and natives. Ethnic minorities in primary school achieve lower grades when compared to natives (Dustmann and Trentini 2008). However, in secondary school, when specialization kicks off, they catch up, and some ethnic groups even outperform natives (Dustmann et al. 2010, Briggs et al. 2006). In the end, migrants end up accumulating more years of post-compulsory education than natives (Dustmann and Fabbri 2003).

有几种方法可以调查移民/本地维度，以研究技能构成的决定因素。首先，可以从移民和本地人在专业方面的差异以及原因来进行分析。我的项目将回答以下问题：移民和本地人是否专攻不同的学科？如果是这样，这些差异是什么时候出现的，它们是如何随着时间的推移而演变的？这些差异在多大程度上可以用语言能力来解释？由于（被认为）英语能力较低，移民可能会专注于更多的技术学科，如STEM学科。父母对教育投入和期望的不同是如何造成这些差异的？由于不同的生活经历、认知和非认知技能以及种族资本，移民父母和本地父母对教育系统的了解和对孩子的期望可能会有所不同。其次，移民可能会导致当地人更专注于某些领域。学生们不是孤立地做出选择，而是对周围环境做出反应。关于同伴效应的文献强调了同学在各种教育决策中的作用（Elsner and disphding, 2017）。我将评估课堂上的种族构成是否会影响未来的教育决策，从而为英国关于该主题的少量文献做出贡献（据我所知，只有Geay等人在2013年调查了非英语学生对当地人小学教育成绩的影响）。此外，我将调查移民是否也会影响受教育程度最高的本地人。在专业领域内，我将研究移民是否在两个维度上影响本地毕业生：高等教育结果和劳动力市场结果。在奖学金期间，我将探索如何最好地回答这些研究问题与可用的数据和适当的经验策略使用先进的定量方法。我将使用计量经济学技术来解决这些研究问题，以建立变量与感兴趣的结果之间的因果关系。英国是研究这些问题的理想国家。最好的行政数据集之一，国家学生数据库，现在可以链接到调查（如了解社会和千年队列研究）和其他行政数据集（如高等教育统计局）。这为通过使用新颖而稳健的策略在定量框架中调查我的研究问题提供了充足的空间。（请注意，我已经使用了刚才引用的所有数据集。）我的项目将从生命周期的角度，即从小学到高等教育，全面描述专业化和技能形成的问题。这一点很重要，因为英国教育体系的特点是早期专业化。在14岁时，学生可以选择学习哪些科目（只有数学和英语是必修科目，科学可以选择单/双/三门课程），他们的选择将影响到是否在高等教育中学习以及学习什么，这反过来又会影响高等教育的成绩。事实上，少数民族更有可能在中学专攻STEM学科，这也反映在高等教育的学位选择上（Codiroli Mcmaster 2017）。此外，只看教育的一个阶段可能会误导人们理解专业化的总体影响及其对移民和本地人的决定因素。与当地人相比，少数民族小学生的成绩较低（Dustmann and Trentini 2008）。然而，在中学，当专业化开始时，他们赶上了，一些民族甚至超过了当地人（Dustmann et al. 2010, Briggs et al. 2006）。最后，移民最终比本地人积累了更多的义务教育年限（Dustmann and Fabbri 2003）。