IMMIGRATION AND EARLY LIFE COURSE TRANSITIONS

描述（改编自申请人摘要）：该研究使用 来自高中及以上调查和国家调查的纵向数据 教育纵向研究实证梳理几种竞合 移民身份、种族和社会经济地位对 教育成就，劳动力参与，向独立的过渡 生活和家庭的形成。这些数据可以进行一次独特的调查 同时和纵向地研究各种因素的相对强弱， 例如种族、移民身份和语言能力， 家庭背景、生活态度、前世经历顺序 事件分析不仅关注发电的初始效应， 但纳入了一个动态的生命过程框架，以调查 发电状态对几个时期内经历的轨迹的影响 过渡。这种纵向方法所提供的长期观点， 研究移民的适应性可以帮助移民的发展， 影响移民的国内政策。

DESCRIPTION (Adapted from the Applicant's Abstract): The study uses longitudinal data from the High School and Beyond Survey and the National Education Longitudinal Study to sort out empirically several competing influences of immigrant status, ethnicity, and socioeconomic status on educational achievement, labor force participation, transitions to independent living and family formation. The data allow for a unique investigation studying, simultaneously and longitudinally, the relative strength of factors, such as ethnicity, immigrant status, and language proficiency when controlling for family background, attitudes, and the sequence of previous life-course events. The analysis focuses not only on the initial effect of generation status but incorporates a dynamic life-course framework to investigate the impact of generation status on the trajectories experienced over several transitions. The long-term view afforded by this longitudinal approach to the study of immigrant adaptation may aid the development of both immigration policy and domestic policies affecting immigrants.