Cultivating the next generation : three studies of college access among the children of immigrants

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Ensuring smooth transitions to college may be difficult for the children of immigrants since their families are likely unfamiliar with the U.S. system of higher education, which is horizontally stratified and requires a number of steps before admission. Bridging social science literature on immigrant assimilation, cultural, social, and human capital, and college choice, I study the pathway to college among immigrant youth, focusing on heterogeneity by generation and legal status and how community and state contexts moderate educational outcomes. In the first paper, I explore inequalities in college knowledge using data from the High School Longitudinal Study of 2009. Specifically, I examine whether 11th graders can accurately estimate tuition and fees at two- and four-year institutions and the expected earnings of various levels of educational attainment. The second paper builds on the first by testing for heterogeneous treatment effects of social interactions in high school using the Education Longitudinal Study of 2002. If there are differences in college knowledge, it is possible that discussing college with teachers, counselors, or college representatives has disproportionate impacts for the children of immigrants. Since 2001, 27 states have passed policies that limit or facilitate college access for undocumented students. Some states have banned them from receiving in-state resident tuition, while others allow it and provide financial aid. The final paper uses survey data from the Current Population Survey and administrative data from California and Texas to determine whether these policy regimes affect college choice and preparation for likely-undocumented Mexican and Hispanic youth. The findings from this dissertation may prove useful to practitioners and policymakers interested in improving the knowledge acquisition, academic preparation, and enrollment decisions of the children of immigrants, a group comprising nearly a quarter of schoolchildren today.


Type of resource text
Form electronic; electronic resource; remote
Extent 1 online resource.
Publication date 2016
Issuance monographic
Language English


Associated with Holzman, Brian
Associated with Stanford University, Graduate School of Education.
Primary advisor Antonio, Anthony Lising, 1966-
Thesis advisor Antonio, Anthony Lising, 1966-
Thesis advisor Bettinger, Eric
Thesis advisor Jackson, Michelle R. (Michelle Renee), 1939-
Thesis advisor Jiménez, Tomás R. (Tomás Roberto), 1975-
Advisor Bettinger, Eric
Advisor Jackson, Michelle R. (Michelle Renee), 1939-
Advisor Jiménez, Tomás R. (Tomás Roberto), 1975-


Genre Theses

Bibliographic information

Statement of responsibility Brian Holzman.
Note Submitted to the Graduate School of Education.
Thesis Thesis (Ph.D.)--Stanford University, 2016.
Location electronic resource

Access conditions

© 2016 by Brian Stanley Holzman
This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).

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