Measuring migrants’ educational attainment: The CAMCES tool in the IAB-SOEP migration sample

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Ressource 1Télécharger: Schneider et al 2018_CAMCES.pdf (1885.21 [Ko])
Etat: Public
Version: Final published version
ID Serval
serval:BIB_3C1BE05BBADD
Type
Partie de livre
Sous-type
Chapitre: chapitre ou section
Collection
Publications
Titre
Measuring migrants’ educational attainment: The CAMCES tool in the IAB-SOEP migration sample
Titre du livre
Surveying the Migrant Population: Consideration of Linguistic and Cultural Issues
Auteur(s)
Schneider Silke L., Briceno-Rosas Roberto, Ortmanns Verena, Herzing Jessica M. E.
Editeur
GESIS – Leibniz Institute for the Social Sciences
Lieu d'édition
Cologne, Germany
ISBN
978-3-86819-030-4
ISSN
1869-2869
Statut éditorial
Publié
Date de publication
20/07/2018
Editeur scientifique
Behr Dorothée
Série
Schriftenreihe Band 19
Pages
43-74
Langue
anglais
Résumé
Education is one of the most frequently used variables in social science research. However,
it is challenging to measure educational attainment with a high degree of validity
and comparability in migrant surveys. In migrant surveys, respondents were educated in
various different educational systems. Rather than providing specific response options for
the qualifications available in every country of origin, migrant surveys often use generic
response options (such as “secondary education”) that supposedly work equally well for
respondents educated in all kinds of educational systems. Given the lack of universal
understanding of such generic categories, we have doubts whether this approach leads to
reliable, valid, and comparable data. To improve the measurement of educational qualifications
obtained abroad, GESIS has developed a new tool in the project “Computer-assisted
measurement and coding of education in surveys” (CAMCES). In this paper, we present
how migrants’ education is usually measured in the German IAB-SOEP Migration Samples
and the alternative measurement using the CAMCES tool implemented in the IAB-SOEP
Migration Samples 2015 and 2016. We analyze the coverage of educational systems in the
CAMCES tool, compare the level of item nonresponse and non-coded responses affecting
the standard and the CAMCES instruments, and examine the consistency of the resulting
education variables. The paper concludes by discussing benefits and limitations of either
measurement approach, and by giving an outlook of possible applications of the CAMCES
tool.
Mots-clé
methodology, integration, survey, migrant, life situation, questionnaire, migration, language barrier, survey research, refugee, data capture
Création de la notice
07/03/2018 14:00
Dernière modification de la notice
20/08/2019 13:32
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