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Differences in educational attainment by country of origin: Evidence from Australia

Jaai Parasnis () and Jemma Swan

No 05-17, Monash Economics Working Papers from Monash University, Department of Economics

Abstract: This study investigates native-migrant differences in engagement in post-school education. Using a longitudinal survey of youth in Australia, we find that immigrants originating from non-English speaking countries are significantly more likely to continue with further study between the ages of 18 and 23. On the other hand, there are no significant differences between immigrants from English-speaking countries and native youth. We find several important factors influencing study decisions, including parents and family background, academic ability, aspirations and age at migration; however, accounting for these factors does not fully explain the higher probability of pursuing higher education for immigrants from non-English speaking countries. Exploring the country of origin effect, we find that immigrants from countries with low tertiary education levels are more likely to study in Australia, while differences in parental attitudes in their origin countries do not have a significant effect. The results show the importance of country of origin on the study decisions of youth, which should be taken into account when formulating migration and education policies.

Keywords: migration; educational achievement; human capital (search for similar items in EconPapers)
JEL-codes: I21 J15 J24 (search for similar items in EconPapers)
Pages: 31 pages
Date: 2017-04
New Economics Papers: this item is included in nep-edu and nep-mig
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