s. strozza, c. conti, a. di bartolomeo, f. m. rottino - second generation immigrants

Second generation immigrants

Salvatore Strozza*, Cinzia Conti**, Anna Di Bartolomeo***

and Fabio Massimo Rottino*

*Università di Napoli “Federico II, **Istat, ***Migration Policy Centre, Istituto Universitario Europeo

Who are immigrants’ children?

Second generation immigrants | Salvatore Strozza | Rome 17 - 18 June 2013

Definitional issues depending on:

• STATUS OF PARENTS: born abroad or foreigners

(naturalizations?)

• STATUS OF CHILDREN:

With one or both parents born abroad or foreigners (children

of mixed couples?)

Born in the host country or born abroad (pure second

generation or also decimal generations, i.e. 1.75-1.5..?)


At an international level:

• No full agreement

• Most used definition: individuals “born in the host country” or “born

abroad and migrated before the age of 18” with at least one parent

born abroad -> three variables of interest:

country of birth of the parents (at least one abroad); country of birth of the person (if born abroad …) age at arrival (less than 18 years old)

Does the above definition fit the Italian case?



Italian peculiarities:

Being recently characterized by mass emigration flows, in Italy this population

would also include children of Italian people born in the Italian traditional

emigration countries, who later returned to Italy -> these children are the result

of emigration from Italy rather than immigration to Italy

The variable parents’ citizenship at birth needs to be considered as well!

In the Italian case, immigrants’ children are thus defined as individuals “born

in Italy” or “born abroad and migrated before the age of 18” with at least a)

one parent born abroad and b) one parent being foreigner by birth


Searching for immigrants’ children in Italian statistical sources

Variables of interest: country of birth and (current) country of citizenship of respondents; year of arrival -> it allows indirect estimation of immigrants’ children who live in the same household of their parents.

Resident population aged less than 18 by country of birth and citizenship according to parents’ country of birth and citizenship. Italy. 21 October 2001. Absolute and percentage values

Country of birth and citizenship (a) of individuals

Parents’ country of birth % born abroad children

Total(b)

Both parents born in

Italy

At least one parent born abroad

total

with at least one foreign or

naturalised parent Total

of whic: at least one foreign or

naturalised parent

Born in Italy 9,551,244 8,799,996 677,917 368,621 7.1 3.9 - Italian 9,410,561 8,798,117 541,660 232,427 5.8 2.5 - Naturalised 3,389 935 2,421 2,359 71.4 69.6 - Foreigner 137,294 944 133,836 133,835 97.5 97.5 Born abroad 281,924 87,503 183,985 170,622 65.3 60.5 - Italian 89,541 54,810 32,736 20,449 36.6 22.8 - Naturalised 45,453 32,273 12,784 11,728 28.1 25.8 - Foreigner 146,930 420 138,465 138,445 94.2 94.2 Total 9,833,168 8,887,499 861,902 539,243 8.8 5.5 - Italian 9,500,102 8,852,927 574,396 252,876 6.0 2.7 - Naturalised 48,842 33,208 15,205 14,087 31.1 28.8 - Foreigner 284,224 1,364 272,301 272,280 95.8 95.8

Second generation

Generation 1.75, 1.5, 1.25

Total immigrants’

children


Condition and social integration of foreigners in Italy (Istat, 2011-2012)

Variables of interest: country of birth of respondents and their parents; country of citizenship (current, at birth) of respondents and their parents; year of arrival.

Italian Labour Force Survey (Istat, annual basis)

Variables of interest: country of birth and (current) country of citizenship of respondents; year of arrival -> it allows indirect estimation of immigrants’ children who live in the same household of their parents.

Italian Labour Force Survey – Ad hoc module “Labour market situation of migrants and their immediate descendants” (Istat, 2008)


Income and Living Conditions of foreign citizens (Istat, 2009)



Searching for immigrants’ children in Italian statistical sources

Searching for immigrants’ children at school

Students’ population register (MIUR, annual update)

Variables of interest: country of birth and (current) country of citizenship of students.

INVALSI ad hoc surveys (INVALSI, annual basis)

Variables of interest: country of birth of students and their parents; year of arrival.

Programme for International Student Assessment

(OECD, triennial survey)

Variables of interest: country of birth of students and their parents; year of arrival.


1. Educational outcomesVertical differentiation indicators

• Average age of entrance into the school system

• Proportion of students attending pre-primary schools

• Enrolment rates by age

• Average years of schooling (or average level of education)

• Repetition and dropout rates by grade and educational level

• Proportion of students with delayed enrolment by age

• Probability of passing to the next grade (micro-individual indicator)

Horizontal differentiation indicators

• Distribution of immigrants’ children by type of education and field of studies (relative dissimilarity index by type of education)

• Probability of choosing a given type of higher secondary or tertiary education (micro-individual indicator)


Indicators of immigrants’ children integration at school. Focus on educational attainment

2. Educational achievement (cognitive skills)

Indicators of educational achievement as measured by standardized test scores

• Average performance by grade and subject

• Proportion of students by number of correct answers according to grade and subject

• Probability of performing above/below the average performance by grade and subject (micro-individual indicator)

Indicators of educational achievement as measured by marks

• Proportion of students by mark, according to grade and subject

• Probability of getting a given mark by grade and subject (micro-individual indicator)


Indicators of immigrants’ children integration at school. Focus on educational attainment

Educational outcomes in Italy: some available indicators


Citizenship

Partial enrolment rate Total enrolment

rate (6-18 years)

6-10 years

11-13 years

14-18 years

- EU15 4.9 2.9 4.2 11.9 - New EU 4.8 2.8 3.5 11.0 - MD Third-country 4.8 2.9 4.3 12.0 - LD Third-country 4.7 2.7 3.1 10.5 TOTAL 4.7 2.8 3.1 10.6

4

5

6

7

8

9

10

11

12

13

Iugo

slav

ia

Mac

edon

ia

Paki

stan

Indi

a

Mar

occo

Alb

ania

Bos

nia-

Erz

.

Sri L

anka

Tun

isia

Rom

ania

Cin

a

Gha

na

Egi

tto

Filip

pine

Col

ombi

a

Bra

sile

Perù

Ger

man

ia

Polo

nia

Rus

sia

Anni di scuola

6-10 anni 11-13 anni 14-18 anni

Partial and total enrolment rateEnrolment rate by age according to origin and migratory generation. Italy, 21 October 2001

Source: 2001 Italian Census of Population and Housing



Source: MIUR population register.

2001-02 2011-12Pre-primary 39,445 156,701 117,256 397Primary 84,122 268,671 184,549 319Lower secondary school 45,253 166,043 120,790 367Upper secondary school 27,594 164,524 136,930 596TOTAL 196,414 755,939 559,525 385

Year school Absolute increase

Educational level N. index 2001-02=100

Enrolled foreign students by educational level. Italy, school years 2001-02 and 2011-12

Other available indicators (MIUR population register)

- Proportion of students passed to the next grade

- Rates of admission to the final examination (lower and upper secondary schools)

- Dropout rates: they are proxied by the difference between actual and ‘expected’ enrolled students at time t

- Proportion of students by enrolment status (delayed vs. non delayed enrolment) and years of delay

- Distribution of immigrants’ children enrolled in upper secondary schools by type of education (vocational vs. academic)

In 2011/12, immigrants’ children have worst educational outcomes

with respect to all the above indicators!






Positive outcomes by level of education and citizenship,

s.y. 2008-09

Final exam of the lower secondary education, s.y. 2009-10

Final exam of the upper secondary education, s.y. 2008-09



Pupils by situation on the educational path distinguished by age and nationality (Italian and non-Italian). Italy, s.y. 2007-08 and 2011-12. Percentages



Type of education in upper secondary school

% by type of education Odds-ratio (reference category = Italians)

Italians Foreigners

born in Italy (G2)

Foreigners born abroad

(G1,5)

Foreigners born in

Italy (G2)

Foreigners born abroad

(G1,5) Classic Lyceum 11,1 4,7 3,6 0,42 0,32 Scientific Lyceum 23,8 14,3 9,8 0,60 0,41 Linguistic Lyceum 0,7 0,7 0,3 1,11 0,40 Art Institute 3,8 3,6 2,9 0,95 0,78 Former Teaching Institute 8,4 5,4 5,0 0,64 0,59 Technical Institute 33,3 40,8 38,0 1,22 1,14 Vocational school 18,9 30,6 40,4 1,62 2,14 TOTAL 100,0 100,0 100,0 Relative index of dissimilarity (%) with Italians 38,5 52,3

Percentage of Italian and foreign student by type of education in upper secondary school. Italy, s.y. 2011-12


Educational achievement in Italy:some available indicators

School grade Italian Mathematics

Foreigners G1,5

Foreigners 2G

Foreigners G1,5

Foreigners G2

“Raw” differentials Primary-class II -23 -16 -16 -12 Primary-class V -28 -16 -18 -11 Lower sec.-class I -35 -16 -20 -7 Lower sec.-class III -20 -7 -11 -3 Upper sec.-class II -28 -10 -16 -7

“Residual” differentials –

after controlling for individual characteristics (a) Primary-class II -6 -5 0 -2 Primary-class V -8 -6 -3 -2 Lower sec.-class I -13 -6 0 2 Lower sec.-class III -7 -1 1 4 Upper sec.-class II -9 -2 2 1

Note: (a) The following control variables are here included: sex, educational path, the difference with the average admission mark obtained at a class level (lower sec.-class III), the difference with the average mark in italian and mathematics obtained at a class level, the type of school (upper sec.-class II). In the upper sec.-class II, the reference category is a male Italian student with no delayed enrolment.Source: INVALSI.


1. Average performance by grade and subject (source INVALSI)

Educational achievement differential between foreign and Italian students by grade and subject and according to migrants’ generation. Italy, 2011-12 (a.y)

Notes: (a) The following individual control variables are here included: sex, socio-economic and cultural background (parents highest level of occupation and education together with economic and cultural possessions); family structure (presence of siblings and type of family); language spoken at home. At a school level, the following variables are here included: ethnic and socio-economic segregation proxies (high vs. low); type of school (private vs. public); and school resources. (b) AEA stands for Average Educational Achievement.Source: PISA-2009

Mathematics (AEA=493.5) (b)

Science (AEA=500.3) (b)

Reading (AEA=495.7) (b)

-100 -90 -80 -70 -60 -50 -40 -30 -20 -10 0

-67.0

-81.5

-82.4

-40.8

-46.1

-50.4

-1.9 n.s.

-1.2 n.s

-2.5 (n.s)

1. "Raw" differential

Children of mixed couples 2G

G1.5

Mathematics

Science

Reading

-100 -80 -60 -40 -20 0

-32.3

-45.8

-41.4

-21.8

-24.1

-22.8

-1.3 (n.s.)

-0.7 (n.s.)

-2.0 (n.s.)

2. "Residual" differential - after controlling for individual and scholastic characteristics

(b)

Children of mixed couples 2G

G1.5

2. Average performance by grade and subject (source PISA)

Educational achievement differential between immigrants’ children and natives students aged 15 by subject. Italy, 2009


Educational achievement in Italy:some available indicators

Naples Observatory as a Laboratory

• A project carried out by the Municipality of Napoli, Istat and MIUR in order to monitoring the integration of the second generation at School

• Integration among different institutions

• Integration of different approaches (qualitative and quantitative) and sources (administrative data and survey)

• Monitoring of integration and policy making

• A first step: the focus groups

• Next step: the survey on students and families


So far, in Italy, much attention has been devoted to understanding patterns and characteristics of immigrants’ children and their integration at school at both a national and local level:

• Existing sources have been fine-tuned (e.g. MIUR register; LFS..)• New sources have been designed (e.g. Condition and social integration of

foreigners; ISMU surveys..)

However, much needs still to be done. In particular:

1. Being integration a dynamic process, it needs to be monitored over time:• Retrospective and longitudinal surveys represent a powerful tool being

conscious that Italy will soon face the massive entry of immigrants’ children into the labour market. Focusing on the link between educational and labour market outcomes is a must.

2. Being integration a complex phenomenon, a variety of individual and contextual factors should be taken into account:

• INVALSI and MIUR annual statistics need to be enriched by adding new variables of interest and reorganized in order to o take into account all stages of the educational process.


Conclusions and recommendations