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

有几种方法可以考察移民/本地维度，以研究技能构成的决定因素。首先，可以从移民和原住民在专业上的不同之处以及为什么不同来实现这一点。我的项目将回答这样的问题：移民和原住民擅长不同的学科吗？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水平来解释？由于(感觉)较低的英语能力，移民可能会专攻更技术性的科目，例如STEM科目。父母对教育的投入和期望的差异又是如何造成的呢？由于生活经历、认知和非认知技能以及种族资本的不同，移民父母和本地父母在关于教育制度的信息和对子女的期望方面可能存在差异。其次，移民可能会导致当地人在某些领域比其他领域更有专长。学生们不会孤立地做出选择，而是根据周围环境做出反应。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和Isphording，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，从而促成英国关于这一主题的小型文献(据我所知，只有Geay等人)。2013年调查了非英语学生对当地人初等教育成绩的影响)。此外，我将调查移民是否也会影响受教育程度最高的当地人。在专业领域内，我将从两个维度来研究流动人口是否会对本地毕业生产生影响：就业产出和劳动力市场产出。在研究期间，我将探索如何用可获得的数据和适当的实证策略，使用先进的定量方法，最好地回答这些研究问题。我将使用计量经济学技术来解决这些研究问题，以建立变量和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。国家学生数据库是最好的行政数据集之一，现在可以与调查(如了解社会和千年队列研究)和其他行政数据集(如高等教育统计机构)相联系。这为我在量化框架中使用新颖而稳健的策略来研究我的研究问题提供了足够的空间。(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。学生在14岁时选择学习哪些科目(只有数学和英语是必修课，科学可以作为单/双/三选项学习)，他们的选择将影响是否以及在高等教育中学习什么，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科目，这反映在高等教育的学位选择上(Codiroll I 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整体影响及其对移民和土著居民的决定因素。少数民族在小学的成绩比土著学生低(Dustmann和Trentini，2008年)。然而，在中学，当专业化开始时，他们会迎头赶上，一些民族的表现甚至超过原住民(Dustmann等人。2010年，Briggs等人。2006)。最终，移民比当地人积累了更多的义务教育后教育年限(Dustmann和Fabbri 2003)。

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).