The Role of Immigrant Generation and Mentors in Educational Attainment
Principal Investigator(s): View help for Principal Investigator(s) Anita Caduff, University of California San Diego; Nabamallika Dehingia; Anita Raj
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Project Citation:
Caduff, Anita, Dehingia, Nabamallika, and Raj, Anita. The Role of Immigrant Generation and Mentors in Educational Attainment. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-06-29. https://doi.org/10.3886/E192406V1
Project Description
Summary:
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These files contain the analysis files used to create the tables and figures found in "The Role of Immigrant Generation and Mentors in Educational Attainment."
The abstract for the paper is found below:
Social capital, including engagement with mentors, facilitates educational attainment. However, engagement with mentors differs significantly across groups of adolescents with different backgrounds, including immigrant background. We investigate how immigrant generation predicts adolescents’ engagement with mentors and different types of mentors (i.e., school-based and non-school-based), the association of mentors with educational attainment, and these estimates’ heterogeneity based on the immigrant generation. We analyzed nationally representative Add Health data from N=11,242 adolescents using school-fixed effects linear probability models. Results show that adolescents from immigrant generations 1 and 2 were less likely than those from generation 3+ to have a mentor, but there were no significant differences in engaging with school-based mentors. Mentors predicted educational attainment; school-based mentor effects were larger than non-school-based mentor effects. The associations between mentors and college attendance and graduation were largest for 1st-generation immigrants. Our findings indicate the importance of structures supporting relationship-building and mentorship in schools and wider communities.
The abstract for the paper is found below:
Social capital, including engagement with mentors, facilitates educational attainment. However, engagement with mentors differs significantly across groups of adolescents with different backgrounds, including immigrant background. We investigate how immigrant generation predicts adolescents’ engagement with mentors and different types of mentors (i.e., school-based and non-school-based), the association of mentors with educational attainment, and these estimates’ heterogeneity based on the immigrant generation. We analyzed nationally representative Add Health data from N=11,242 adolescents using school-fixed effects linear probability models. Results show that adolescents from immigrant generations 1 and 2 were less likely than those from generation 3+ to have a mentor, but there were no significant differences in engaging with school-based mentors. Mentors predicted educational attainment; school-based mentor effects were larger than non-school-based mentor effects. The associations between mentors and college attendance and graduation were largest for 1st-generation immigrants. Our findings indicate the importance of structures supporting relationship-building and mentorship in schools and wider communities.
Scope of Project
Subject Terms:
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mentors;
immigrant generation;
school-based mentors;
educational attainment
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