The Years of Schooling of Second-Generation Immigrants in Canada

Abstract

Using data from the 2011 General Social Survey and the 2011 National Household Survey, this study focuses on the factors that are related to the differences in the number of years of schooling between second-generation immigrants and comparable children of Canadian-born parents. The results show that the second-generation immigrants have more years of schooling than their peers with Canadian-born parents. A part of the observed difference in years of schooling is explained by differences in individual characteristics. After controlling for gender, age, mother tongue, visible minority status, region of residence, parents’ education, and family structure, the gap in years of schooling still exists. Two variables that seem to have the most influence are visible minority status and parents’ education. Moreover, the differences in years of schooling keep showing when regressions are done by gender and for different visible minorities.