IMMIGRATION AND EARLY LIFE COURSE TRANSITIONS

描述(改编自申请者摘要)：该研究使用 高中及以上调查和全国范围内的纵向数据 教育纵向研究对几个竞争对手的实证梳理 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。这些数据可以进行独特的调查 同时和纵向地研究因素的相对强度， 例如种族、移民身份和控制时的语言熟练程度 关于家庭背景、态度和以前生活过程的顺序 事件。分析的重点不仅仅是发电的初始效果 状态，但结合了一个动态的生命历程框架来调查 发电状态对在几年内经历的轨迹的影响 过渡。这种纵向方法提供的长期观点是 对移民适应的研究可能有助于两个移民的发展 影响移民的政策和国内政策。

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.