The purpose of this assignment is for you to demonstrate general competence on quantitative skills using data from a report produced by the National Academy of Science. Download the guidelines and read them very carefully. You will also need to download a second file with tables and graphs for this assignment.
SOCI4387: Capstone Seminar Spring 2020
Due date: Monday, 4/27, 11:59 pm 80 points
Statistical Literacy
Purpose: The purpose of this assignment is for students to demonstrate general competence on
quantitative skills. For this paper, you will interpret graphs, basic percentages and bivariate
statistics that sociologists use in the study of assimilation and social mobility of immigrants in the
United States.
The primary sources of data on immigrants are administrative data, government surveys, other
non-governmental national and local surveys, and qualitative studies. The New Noir is primarily a
qualitative study, and even though Clerge’s could not have answered her research questions with
survey data, there is a vast sociological literature on assimilation and acculturation that uses a
quantitative approach. For this assignment, you will use statistical data from a National Academy
of Science report, to examine how children of immigrants are doing compared to their immigrant
parents in terms of socioeconomic mobility.
Assignment: Write a professional 6-7 page paper typed and double-spaced. Keep your
language formal and avoid contractions. If you work with an open-source word processor,
create a PDF file before uploading your file. Remember that I will use this paper to assess
how you use empirical evidence to make an argument.
Do not include the tables in your assignment but clearly label in your paper which table or graph
that you are describing. Provide a concise and clear description of all tables AND graph below
as specified. If you have theoretical elements or can cite previous research findings to offer a more
significant interpretation of the table, go ahead and do not forget to include your bibliographical
references. If you do not have the theoretical or empirical background to give more context to your
description, then just provide a description. Do not share your opinion of what you think is going
on unless you can back up your opinion with empirical evidence, previous research, or theories.
Tables 1 and 2.
For these tables, focus on immigrants coming from Haiti, Jamaica, and Africa to discuss average
education, percent with less than 12 years of education (high-school dropouts) and percent with
more than 16 years of education (graduate studies). Emphasize intergenerational changes across
the first and second generation. You can use the category of all countries as your point of reference
(last row) but discuss men and women’s results separately.
In Table 2, we can observe that, on average, daughters from Haitian female immigrants increased
their education from 12.6 to 14.7 years. What statistical test would you use to determine if this is
a significant change? What factors did you take into account to choose this particular statistical
test?
Graph 1.
Describe the association showed in graph 1. How well can we predict a child’s educational
attainment from their father’s education? Be specific. If you say “very well” or “not well at all”,
explain what you mean by that and justify your answer.
What can you say about the assimilation of immigrants from Haiti, Jamaica, and Africa in terms
of their education? What statistical test would you use to determine if the r-squared statistic is
significant?
Table 3.
Use this table to describe the prevalence of poverty for blacks and non-Hispanic whites by
immigrant generation.
Table 4.
The total fertility rate is a demographic indicator that sociologists use to measure assimilation, and
represents the average number of children a woman would have at the end of her reproductive life.
In general, we expect to see a lower fertility among second and third generations compared to first
generation immigrants. Use Table 4 to discuss the experience of immigration on the fertility of
Hispanics, blacks, and Asians.
What statistical test would you use to determine if the differences we observe in these three groups
are not due to random error? Specify the factors that you considered to choose this particular
statistical test.
Table 5.
The family is a fundamental institution of human societies, but family structure—size,
composition, and social relationships—can shift rapidly in countries with a large presence of
immigrants. Families change during the immigration process and the forms they take are more a
product of the social context at their destinations than a reflection of cultural preferences. Describe
the effect of immigration on the composition of black families using table 5.
If we were to determine if the association between generations and living arrangements for blacks
is significant, what statistical test would we use? What are some of the limitations of this test? Be
specific.
Use your notes from your statistics course, a statistics textbook, or go here to access Lane’s.Online
Statistics Education website: http://onlinestatbook.com/2/index.html if you need assistance with
tests for statistical significance.
http://onlinestatbook.com/2/index.html
Copyright National Academy of Science
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http://www.nap.edu/21746
FIgURE 6-1 Average education (in years) of first and second generation men.
NOTE: The first generation samples include foreign-born men ages 50-59, exclud-
ing those born abroad of an American parent. The second generation samples
include U.S.-born men ages 25-34 who have at least one foreign-born parent. Sam-
pling weights were used in the calculations.
SOURCE: AData from 2003-2013 Current Population Survey outgoing rotation
group data.
Copyright National Academy of Sciences. All rights reserved.
Mexico
Cuba
Dominican Republic
Central America
South America
China
India
Japan
Korea
Philippines
Vietnam
Hai�
Jamaica
Africa
Canada
12
13
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15
16
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8 9 10 11 12 13 14 15 16
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Education of First Generation Men (ages 50-59)
r-squared = 0.58
The dashed horizontal and vertical lines represent the average
educational attainment for all non-Hispanic third generation and
higher white Americans in the younger (25-34 years of age) cohort:
13.7 years of education for men
http://www.nap.edu/21746
TABLE 3 Percentage in Poverty (using federal poverty level), 2013, by
Immigrant Generation, Race, and Hispanic Origin
Poverty Status Total Native-Born Foreign-Born
Total Poverty 14.5 13.8 18.4
Deep poverty 6.3 6.2 7.2
Hispanic Poverty 23.5 23.5 23.5
Deep poverty 9.4 9.9 8.6
Non-Hispanic Poverty 14.5 12.6 23.5
Deep poverty 12.6 12.4 14.1
White Poverty 9.6 9.4 14.8
Deep poverty 4.3 4.2 6.6
Black poverty 27.2 27.7 22.0
Deep poverty 12.3 12.9 7.4
Asian Poverty 10.4 9.5 10.9
Deep poverty 5.2 4.9 5.3
Other, Two or More Poverty 19.2 19.6 10.4
Deep poverty 9.2 9.5 4.1
SOURCE: Data from 2014 March Current Population Survey.
http://www.nap.edu/21746
Copyright National Academy of Sciences. All rights reserved.
TABLE 4 Total Fertility Rates for Immigrants and U.S.-Born Natives
Immigrants U.S.-Born
Hispanic 2.54 2.01
Black 2.48 1.83
White 2.05 1.84
Asian 2.10 1.69
All 2.31 1.86
SOURCE: Data from the 2012 American Community Survey.
http://www.nap.edu/21746
TABLE 5 Living Arrangements of Children by Race and Generation
Status (children between ages 0 and 17)
Two parent Single parent
No resident
Parent
Hispanic
First generation 70.0 23.0 7.0
Second generation 67.5 28.9 3.6
Third+ generation 54.1 40.1 5.8
Asian
First generation 82.1 13.7 4.2
Second generation 84.9 13.5 1.7
Third+ generation 75.3 21.4 3.3
Black
First generation 60.2 32.5 7.3
Second generation 58.7 37.8 3.6
Third+ generation 30.9 60.5 8.6
Non-Hispanic White
First generation 83.1 13.7 3.2
Second generation 82.2 16.6 1.3
Third+ generation 75.1 22.3 2.6
SOURCE: Data from 2005-2014 March Community Population Survey.
http://www.nap.edu/21746
- Table 1
- Table 2
- Graph 1
- Table 3
- Table 4
- Table 5