Abstract

This paper compares and contrasts native and immigrant populations in the National Longitudinal Survey of Freshman (NLSF) in regards to how they value education. Specifically noted are the background differences that can negatively or positively affect this valuation. Based off of a number of recent studies, most notably from Massey, Mooney, Torres, and Charles (2007), the conceptual hypothesis is that immigrant blacks value education more than native black students given a number of key variables from other studies and the theoretical framework of the two-period model. Results from a multiple regression show that immigrant black students exhibit a level of valuation higher than native black students based off of a measure of self-confidence.

Advisor

Wang, Shu-Ling

Department

Business Economics

Publication Date

2016

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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© Copyright 2016 Tarik H. Welch