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dc.contributor.authorCONIGLIO, Nicola D.
dc.contributor.authorHOXHAJ, Rezart 
dc.contributor.authorJayet, Hubert
dc.date.accessioned2019-07-08T06:46:48Z
dc.date.available2019-07-08T06:46:48Z
dc.date.issued2019
dc.identifier.issn1028-3625
dc.identifier.urihttp://hdl.handle.net/1814/63544
dc.description.abstractThis paper uses U.S. time-diary surveys to study the allocation of time devoted to informal learning and education by immigrants and natives. We develop a simple theoretical framework, which highlights the different constraints and opportunity costs faced by immigrants as compared with natives. In line with our theoretical model, the estimates show that immigrants are more likely to engage in informal education and, conditional on participation, they allocate more time to these activities. The investment in informal learning and education activities is likely to boost immigrants’ human and social capital and contribute to socio-economic integration.en
dc.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.publisherEuropean University Instituteen
dc.relation.ispartofseriesEUI RSCASen
dc.relation.ispartofseries2019/45en
dc.relation.ispartofseriesMigration Policy Centreen
dc.rightsinfo:eu-repo/semantics/openAccessen
dc.subjectImmigrantsen
dc.subjectTime-useen
dc.subjectEducationen
dc.subjectHuman capitalen
dc.subjectU.S.en
dc.titleOn the road to integration? : immigrants' demand for informal (& formal) educationen
dc.typeWorking Paperen


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