Parental Socioeconomic Status and Educational Attainment of Immigrant Children in Europe : Exploring the Role of Age of Arrival and Intergenerational SES Transmission

Abstract

Educational attainment is an important determinant of integration into society, particularly for immigrant families. This study explores the association between parents’ socioeconomic status (SES), specifically their occupation, and the educational success of immigrant children in 12 EU countries. It also examines whether the age of arrival affects this association. Building on social and cultural capital theories, as well as the theory of compensation, and prior literature, this research hypothesizes a stronger SES-education association for the children arriving after schooling age due to their increased reliance on parental resources.

Using data from the European Social Survey (ESS) rounds 5–11, the sample included 1.472 immigrant respondents aged 25–55 years who migrated between ages 1 and 14. Multivariate linear regression and interaction analyses were conducted, with predicted probabilities to assess educational attainment by parental occupation and age of arrival.

Results indicate that both parental occupation and age of arrival predicts children’s educational attainment; however, the hypothesized age of arrival moderating effect was not supported. The findings emphasize the enduring parental SES influence on children’s education, regardless of age of arrival.

This research highlights the need for policies addressing educational inequalities in immigrant families, emphasizing family support and parents integration in the labour market. The findings also contribute to theoretical discussions on the interaction between SES and migration-related factors influencing educational attainment.