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Laying the Tracks for Successful Science, Technology, Engineering and Mathematics Education: What Can We Learn from Comparisons of Immigrant–Native Achievement in the USA?
Author(s) -
Jia Ning
Publication year - 2019
Publication title -
pacific economic review
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 33
eISSN - 1468-0106
pISSN - 1361-374X
DOI - 10.1111/1468-0106.12213
Subject(s) - immigration , socioeconomic status , mathematics education , ethnic group , educational attainment , science education , race (biology) , demographic economics , sociology , psychology , political science , economic growth , demography , economics , gender studies , population , law , anthropology
This paper examines the immigrant–native achievement gap in science, technology, engineering, and mathematics (STEM) fields in college in the USA. Using student survey data from the Beginning Postsecondary Longitudinal Studies 2004/09, I find that on average immigrant students have significantly higher rates entering and persisting in STEM fields compared to their native counterparts. There is, however, considerable variation across immigrant generations and race and ethnicity. The immigrant attainment advantage is particularly large among first‐generation Asian and white immigrant students who attended foreign K–12 schools. I explore the channels leading to the achievement gap, including socioeconomic status, individual preferences, and academic preparation in math and science. Results suggest that the immigrant STEM advantage is largely due to better academic preparation in math and science in high school. This indicates that improvements in students' college STEM attainment may depend crucially on policy efforts devoted to strengthening the quality of high school math and science education.