آیا آموزش و پرورش و آموزش زبان کشور میزبان کمکی برای خروج مهاجران از فقر می کند؟

Despite growing interest in host country-specific skills, quantitative assessments of the economic benefit of host country education and training for immigrants are limited. This study addresses this gap by evaluating the impacts of host country formal education and language training on the exit from family poverty among recently arrived immigrant adults. The bivariate probit model and propensity weighting approach are used to analyze data from the Longitudinal Survey of Immigrants to Canada. Results suggest that while English/French language training is beneficial for low income recent immigrants in general, host country education benefits only highly educated recent arrivals. This study underscores the importance of considering immigrants’ selectivity into host country education and training, as simple regression analysis can improperly estimate their true benefits.

Poverty among immigrants is common. Although it is often seen as an inevitable part of their migration experience, studies have examined the issue in Canada, Denmark, Spain, Sweden, and the US (Blume et al., 2007, Jensen, 1989, Muñoz de Bustillo and Antón, 2011, Kazemipur and Halli, 2001, Sullivan and Ziegert, 2008 and Takei and Sakamoto, 2011). One reason for its prominence in the literature is the acknowledgment that because poverty is shared by all family members and may be transmitted to subsequent generations, it has significant implications for the integration of immigrant offspring (Corcoran, 2002 and Newman and Lennon, 2004).