Time and Generation

Parents’ Integration and Children’s School Performance in Sweden, 1989–2011

Christopher D. Smith, Jonas Helgertz, Kirk Scott

Research output: Contribution to journalArticle

Abstract

A central element of assimilation theory is that increasing time and number of previous immigrant generations in a host country leaves immigrants and their children more integrated and capable of navigating the host society. However, the underperformance of some immigrant groups in Sweden calls into question this relationship. Additionally, many studies regard intermarriage as an outcome of immigrant integration and rarely investigate whether integration continues after intermarriage. Using population level data from the Swedish interdisciplinary panel on 22 cohorts of ninth-grade students born between 1973 and 1995, we examine the effect of parents’ time in Sweden on their children’s grade point average using family fixed effects. Additionally, we investigate whether this relationship differs between “2.0” and “2.5” generation children. We find, generally, that parents’ time in Sweden increases their children’s educational performance, though some variation by parents’ region of origin exists. This supports the idea that integration experiences in immigrant families can be transmitted across generations. Further, this generally holds for both the 2.0 and 2.5 generation children. This relationship among the 2.5 generation is notable as previous studies using a family-based approach looking at the intergenerational transmission of integration have largely focused on the children of two foreign-born parents.

Original languageEnglish (US)
JournalEuropean Journal of Population
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

Sweden
parents
immigrant
intermarriage
school
performance
demographic situation
assimilation
time
experience
Group
student

Keywords

  • Assimilation
  • Family fixed effects
  • Integration
  • Intergenerational transmission
  • Intermarriage

Cite this

Time and Generation : Parents’ Integration and Children’s School Performance in Sweden, 1989–2011. / Smith, Christopher D.; Helgertz, Jonas; Scott, Kirk.

In: European Journal of Population, 01.01.2018.

Research output: Contribution to journalArticle

@article{37e8456cae344f5b8e1eab6b311d89d9,
title = "Time and Generation: Parents’ Integration and Children’s School Performance in Sweden, 1989–2011",
abstract = "A central element of assimilation theory is that increasing time and number of previous immigrant generations in a host country leaves immigrants and their children more integrated and capable of navigating the host society. However, the underperformance of some immigrant groups in Sweden calls into question this relationship. Additionally, many studies regard intermarriage as an outcome of immigrant integration and rarely investigate whether integration continues after intermarriage. Using population level data from the Swedish interdisciplinary panel on 22 cohorts of ninth-grade students born between 1973 and 1995, we examine the effect of parents’ time in Sweden on their children’s grade point average using family fixed effects. Additionally, we investigate whether this relationship differs between “2.0” and “2.5” generation children. We find, generally, that parents’ time in Sweden increases their children’s educational performance, though some variation by parents’ region of origin exists. This supports the idea that integration experiences in immigrant families can be transmitted across generations. Further, this generally holds for both the 2.0 and 2.5 generation children. This relationship among the 2.5 generation is notable as previous studies using a family-based approach looking at the intergenerational transmission of integration have largely focused on the children of two foreign-born parents.",
keywords = "Assimilation, Family fixed effects, Integration, Intergenerational transmission, Intermarriage",
author = "Smith, {Christopher D.} and Jonas Helgertz and Kirk Scott",
year = "2018",
month = "1",
day = "1",
doi = "10.1007/s10680-018-9498-9",
language = "English (US)",
journal = "European Journal of Population",
issn = "0168-6577",
publisher = "Springer Netherlands",

}

TY - JOUR

T1 - Time and Generation

T2 - Parents’ Integration and Children’s School Performance in Sweden, 1989–2011

AU - Smith, Christopher D.

AU - Helgertz, Jonas

AU - Scott, Kirk

PY - 2018/1/1

Y1 - 2018/1/1

N2 - A central element of assimilation theory is that increasing time and number of previous immigrant generations in a host country leaves immigrants and their children more integrated and capable of navigating the host society. However, the underperformance of some immigrant groups in Sweden calls into question this relationship. Additionally, many studies regard intermarriage as an outcome of immigrant integration and rarely investigate whether integration continues after intermarriage. Using population level data from the Swedish interdisciplinary panel on 22 cohorts of ninth-grade students born between 1973 and 1995, we examine the effect of parents’ time in Sweden on their children’s grade point average using family fixed effects. Additionally, we investigate whether this relationship differs between “2.0” and “2.5” generation children. We find, generally, that parents’ time in Sweden increases their children’s educational performance, though some variation by parents’ region of origin exists. This supports the idea that integration experiences in immigrant families can be transmitted across generations. Further, this generally holds for both the 2.0 and 2.5 generation children. This relationship among the 2.5 generation is notable as previous studies using a family-based approach looking at the intergenerational transmission of integration have largely focused on the children of two foreign-born parents.

AB - A central element of assimilation theory is that increasing time and number of previous immigrant generations in a host country leaves immigrants and their children more integrated and capable of navigating the host society. However, the underperformance of some immigrant groups in Sweden calls into question this relationship. Additionally, many studies regard intermarriage as an outcome of immigrant integration and rarely investigate whether integration continues after intermarriage. Using population level data from the Swedish interdisciplinary panel on 22 cohorts of ninth-grade students born between 1973 and 1995, we examine the effect of parents’ time in Sweden on their children’s grade point average using family fixed effects. Additionally, we investigate whether this relationship differs between “2.0” and “2.5” generation children. We find, generally, that parents’ time in Sweden increases their children’s educational performance, though some variation by parents’ region of origin exists. This supports the idea that integration experiences in immigrant families can be transmitted across generations. Further, this generally holds for both the 2.0 and 2.5 generation children. This relationship among the 2.5 generation is notable as previous studies using a family-based approach looking at the intergenerational transmission of integration have largely focused on the children of two foreign-born parents.

KW - Assimilation

KW - Family fixed effects

KW - Integration

KW - Intergenerational transmission

KW - Intermarriage

UR - http://www.scopus.com/inward/record.url?scp=85055929169&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85055929169&partnerID=8YFLogxK

U2 - 10.1007/s10680-018-9498-9

DO - 10.1007/s10680-018-9498-9

M3 - Article

JO - European Journal of Population

JF - European Journal of Population

SN - 0168-6577

ER -