Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/202042 
Erscheinungsjahr: 
2019
Schriftenreihe/Nr.: 
GLO Discussion Paper No. 389
Verlag: 
Global Labor Organization (GLO), Essen
Zusammenfassung: 
In this paper we study the allocation of time devoted to informal learning and education, i.e. those activities carried out during leisure time and outside formal education courses which boost individuals’ human and social capital. For immigrants the private investment in these activities is likely to have relevant external effects as informal learning and education enhances the likelihood of greater socio-economic integration in the host society. We first develop a simple theoretical framework, which allows us to highlight the different constrains/opportunity costs faced by immigrants as compared with natives. Then, we empirically investigate the determinants of participation in informal education using the American Time Use Data (ATUS; period 2003-2015) which contains detailed information on daily time budgets of a large sample of immigrants and natives in the US. Consistently with a theoretical model of time allocation we find evidence that immigrants are more likely to engage in informal education and, conditionally on participation, they allocate more time to these activities. Over time, immigrants show a higher degree of assimilation into the host society. Our results also highlight heterogeneous patterns across gender.
Schlagwörter: 
immigrants
time use
education
human capital
JEL: 
J15
J22
I20
Dokumentart: 
Working Paper

Datei(en):
Datei
Größe
478.23 kB





Publikationen in EconStor sind urheberrechtlich geschützt.