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Contextual explanations for numeracy and literacy skill disparities between native and foreign-born adults in western countries
[journal article]
Abstract Using new direct measures of numeracy and literacy skills among 85,875 adults in 17 Western
countries, we find that foreign-born adults have lower mean skills than native-born adults of the
same age (16 to 64) in all of the examined countries. The gaps are small, and vary substantially between cou... view more
Using new direct measures of numeracy and literacy skills among 85,875 adults in 17 Western
countries, we find that foreign-born adults have lower mean skills than native-born adults of the
same age (16 to 64) in all of the examined countries. The gaps are small, and vary substantially between countries. Multilevel models reveal that immigrant populations' demographic and socioeconomic characteristics, employment, and language proficiency explain about half of the cross-national variance of numeracy and literacy skills gaps. Differences in origin countries' average education level also account for variation in the size of the immigrant-native skills gap. The more protective labor markets in immigrant-receiving countries are, the less well immigrants are skilled in numeracy and literacy compared to natives. For those who migrate before their teens (the 1.5 generation), access to an education system that accommodates migrants' special needs is crucial. The 1 and 1.5 generation have smaller numeracy and literacy skills gaps in more ethnically diverse societies.... view less
Keywords
arithmetic; learning difficulty; literacy; adult; international comparison; immigration; multi-level analysis; demographic factors; socioeconomic factors; knowledge of languages; level of education; Western world
Classification
Macroanalysis of the Education System, Economics of Education, Educational Policy
Free Keywords
Programme of International Assessment of Adult Competencies; PIAAC
Document language
English
Publication Year
2017
Page/Pages
25 p.
Journal
PLOS ONE, 12 (2017) 3
DOI
https://doi.org/10.1371/journal.pone.0172087
ISSN
1932-6203
Status
Published Version; peer reviewed