Why Immigrant Integration Matters
- Migration Policy Institute (MPI) analysis of data from the U.S, Census Bureau finds that almost half (48 percent) of immigrants coming to the United States between 2011 and 2015 were college graduates (compared to 31 percent of U.S.-born adults in 2015).
- 1 in 2 immigrant college graduates is from Asia.
- Latin Americans are now the second-largest group of highly skilled immigrants.
- Immigrants who come on temporary visas are much more educated than other groups of immigrants.
- Recent immigrants have higher levels of bilingualism than earlier arriving cohorts.
Estimated Number and Share of Mexican Immigrant Adults (ages 25 or older) with a College Degree in Texas and Select Metropolitan Areas, 2017
|College-Educated Mexican Immigrant Population||Mexican Immigrant Population||College-Educated Share (%)|
|Houston-The Woodlands-Sugar Land||39,000||531,000||7|
|San Antonio-New Braunfels||18,000||156,000||11|
Notes: Population estimates are rounded and may not add up to totals. College-educated shares were calculated from unrounded estimates. Metropolitan areas are defined using 2013 boundaries, which are used in the latest U.S. Census Bureau data.
Source: MPI calculations of data from the 2017 ACS.
Top Five Industries among Employed Mexican Immigrant Adults (ages 25 or older) with a College Degree, in Texas and Select Metropolitan Areas, 2017
|Rank||Texas||Houston-The Woodlands-Sugar Land||Dallas-Fort Worth-Arlington||El Paso||McAllen-Edinburg-Mission||San Antonio-New Braunfels|
|1||Elementary and secondary schools||Construction||Elementary and secondary schools||Elementary and secondary schools||Elementary and secondary schools||Elementary and secondary schools|
|2||Construction||Elementary and secondary schools||Construction||Construction||Wholesale Grocery||–|
|3||Restaurants and other food services||Hospitals||Restaurants and other food services||Colleges, universities, and professional schools*||–||–|
|5||Colleges, universities, and professional schools*||–||–||–||–||–|
Notes: The category “colleges, universities, and professional schools” also includes junior colleges. Categories marked “-” had a sample size too small to generate result. Metropolitan areas are defined using 2013 boundaries, which are used in the latest U.S. Census Bureau data.
Source: MPI calculations of data from the 2017 ACS.
Important Links and Data Resources
The Immigrant Learning Center – https://www.ilctr.org The Institute creates, collects, curates and shares information on immigrants and immigration in the United States. From immigration data to grassroots best practices to individual storytelling, our constant search for the latest and best makes it easier for policy makers, educators and everyday Americans to understand the issues.
Migration Policy Institute – https://www.migrationpolicy.org MPI provides analysis, development, and evaluation of migration and refugee policies at local, national, and international levels. It aims to meet the rising demand for pragmatic and thoughtful responses to the challenges and opportunities that large-scale migration, whether voluntary or forced, presents to communities and institutions in an increasingly integrated world.
National Association of Credential Evaluation Services (NACES) – https://www.naces.org/members NACES is an association of US-based, independent, nongovernmental organizations that provide credential evaluation services for individuals who have completed education outside the United States.
World Education Services (WES) – www.wes.org World Education Services (WES) is a 501(c)3 non-profit social enterprise dedicated to helping international students, immigrants, and refugees achieve their educational and career goals in the U.S. and Canada. WES evaluates international educational qualifications, supports the integration of immigrants into the workforce, and provides philanthropic funding to immigrant-serving organizations.
WES Global Talent Bridge (GTB) – https://www.wes.org/partners/global-talent-bridge WES Global Talent Bridge is dedicated to helping skilled immigrants fully utilize their talents and education in Canada and the United States. We join with institutional partners, community-based organizations, and policymakers to help skilled immigrants use their skills, leverage their training, and achieve their academic and professional goals. The results of our work in communities throughout the United States are best illustrated by the Skilled Immigrant Integration Program.
WES Gateway Program – https://www.wes.org/partners/global-talent-bridge/wes-gateway-overview The WES Gateway Program assesses the educational credentials of individuals who, as a result of adverse circumstances in their country of education, have limited proof of their academic achievements. WES works with partners to identify qualified individuals educated in Afghanistan, Eritrea, Iraq, Syria, Turkey, Ukraine, and Venezuela as participants in the Gateway Program.
- Brain Waste among U.S. Immigrants with Health Degrees: A Multi-State Profile
- Immigrant-Origin Adults without Postsecondary Credentials: A 50-State Profile
- New Brain Gain: Rising Human Capital among Recent Immigrants to the United States
- A Profile of Highly Skilled Mexican Immigrants in Texas and the United States
- Request to create your own fact sheet through the Institute for Immigration Research for free!
Who are Internationally Trained Professionals?
Our charge is to minimize barriers that lead to “brain waste”, internationally trained professionals (ITPs) who are unemployed or underemployed (working in positions that require no more than a high school diploma).
- Demographics of an Internationally Trained Professional:
- attended college or university outside the U.S. and its territories
- usually has professional work experience
- work authorized
- short-term goal is to work (capitalizing on formal education)
- English language learner
Barriers faced by Internationally Trained Professionals (ITPs)
- Lack of Information and Guidance
- Challenge of Language
- Gaps in Education
- Certification and Exam Challenges
- Foreign Degree Validation Process and Cost
- Lack of Professional Networks
- Employer Bias
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