Migration and Education in the Global South: A Study of South American Origin Children in the Argentinean Educational System

Abstract

The question of how the children of migrants compare to natives in destination countries has long occupied the research agenda of migration and integration scholars. But, while there are many studies that have explored this issue in the Global North, with special attention to South–North migrants, little is known about integration patterns of South–South migrants, that is, Southern migrants and their children residing in the Global South. This article addresses this concern by studying one of the key indicators of migrant integration—the educational achievement of the children of migrants—in one of the most popular migration corridors in the Global South—that of South Americans who emigrated to Argentina. Using census microdata from 2010, the article explores the educational attainment and educational reproduction of Bolivian-, Paraguayan-, Peruvian-, and Chilean-origin children in comparison with that of their native Argentine counterparts. The analysis distinguishes between 1.5 and second-generation children and focuses on young people between 6 and 21 years old who live with at least one parent. Two dimensions of educational attainment are explored: school attendance and educational level. The results show that the role of parental education tends to be weaker among migrant-origin groups. This has implications for the educational gap. In general, migrant-origin groups are advantaged over native Argentines among those with low-educated parents. Conversely, they present no differences or are disadvantaged among those with middle–high educated parents. This is observed for both 1.5 and second generations, with variations based on the outcome and national origin. Possible explanations are offered.