Glick Jennifer E, Yabiku Scott T
Population Research Institute and Department of Sociology and Criminology, The Pennsylvania State University, University Park PA, 16801, U.S.A.
Demogr Res. 2016;35(8):201-228. doi: 10.4054/DemRes.2016.35.8. Epub 2016 Jun 29.
The growing prevalence of migrant children in diverse contexts requires a reconsideration of the intergenerational consequences of migration. To understand how migration and duration of residence are associated with children's schooling, we need more comparative work that can point to the similarities and differences in outcomes for children across contexts.
This paper addresses the importance of nativity and duration of residence for children's school enrollment on both sides of a binational migration system: The United States and Mexico. The analyses are designed to determine whether duration of residence has a similar association with school enrollment across these different settings.
The analyses are based on nationally representative household data from the 2010 Mexican Census and the 2006-2010 American Community Survey. Logistic regression models compare school enrollment patterns of Mexican and U.S.-born children of Mexican origin in the United States and those of Mexican and U.S.-born children in Mexico. Interactions for nativity/duration of residence and age are also included.
The results demonstrate that, adjusting for household resources and household-level migration experience, Mexican-born children in the United States and U.S.-born children in Mexico, particularly those who arrived recently, lag behind in school enrollment. These differences are most pronounced at older ages.
The comparisons across migration contexts point to greater school attrition and non-enrollment among older, recent migrant youth, regardless of the context. The interactions suggest that recent migration is associated with lower schooling for youth who engage in migration at older ages in both the United States and Mexico.
在不同环境中，流动儿童的数量日益增加，这就需要重新审视移民的代际影响。为了了解移民和居住时间与儿童教育之间的关系，我们需要更多的比较研究，以指出不同环境下儿童教育成果的异同。
本文探讨了出生地和居住时间对双边移民系统（美国和墨西哥）中儿童入学率的重要性。这些分析旨在确定在不同环境下，居住时间与入学率之间是否存在相似的关联。
分析基于2010年墨西哥人口普查和2006 - 2010年美国社区调查的全国代表性家庭数据。逻辑回归模型比较了在美国出生的墨西哥裔儿童和在墨西哥出生的墨西哥裔儿童以及在美国出生的儿童和在墨西哥出生的儿童的入学模式。还纳入了出生地/居住时间和年龄的交互项。
结果表明，在调整家庭资源和家庭层面的移民经历后，在美国出生的墨西哥裔儿童和在墨西哥出生的美国儿童，尤其是那些最近抵达的儿童，在入学率方面落后。这些差异在年龄较大时最为明显。
跨移民环境的比较表明，无论在何种环境下，年龄较大的新移民青年的辍学率和未入学率都更高。交互项表明，近期移民与美国和墨西哥年龄较大时移民的青年的受教育程度较低有关。
