Gendered Consequences: Multigenerational Schooling Effects of IRCA. (September 2017)

• Record Type: Journal Article
• Authors: Pullés, Stephanie A.; Brown, Susan K.
• Other Names: Donato Katharine M. guest-editor.; Enriquez Laura E. guest-editor.; Llewellyn Cheryl guest-editor.
• Is Part Of: American behavioral scientist. Volume 61:Number 10(2017)
• Page Start: 1134
• Page End: 1152
• Publication Date: 2017-09
• Subjects: gender -- unauthorized status -- children of immigrants -- education; Social sciences -- Periodicals; Political science -- Periodicals; United States -- Social conditions -- Periodicals; United States -- Politics and government -- Periodicals; 300
• DOI: 10.1177/0002764217732107
• Languages: English
• ISSNs: 0002-7642

Abstract

Prior research has examined the incorporation outcomes among unauthorized migrants after implementation of the 1986 Immigration Reform and Control Act (IRCA). However, few studies have evaluated how legalization opportunities produce gendered outcomes among the second-generation children of unauthorized immigrants. We examine the association of legalization opportunities provided through IRCA with the years of schooling attained by the sons and daughters of Mexican American immigrants. By distinguishing likely eligibility for one of two programs implemented under IRCA—the Legally Authorized Workers and Special Agricultural Workers programs—we consider whether type of legalization program matters by assessing gender differences in schooling among children of Mexican immigrants. Although legalization provides a substantial educational premium for the children of Mexican immigrants regardless of gender, the size of the legalization premium is smaller, on average, for sons than daughters. The advantage to daughters is especially notable among those with parents eligible for the Special Agricultural Workers program. We consider these findings in the context of theories of immigrant incorporation and intergenerational mobility.