This article reviews evidence on the labor market performance of Hispanics in the United States, with a particular focus on the US-born segment of this population. After discussing critical issues that arise in the US data sources commonly used to study Hispanics, we document how Hispanics currently compare with other Americans in terms of education, earnings, and labor supply, and then we discuss long-term trends in these outcomes. Relative to non-Hispanic Whites, US-born Hispanics from most national origin groups possess sizeable deficits in earnings, which in large part reflect corresponding educational deficits. Over time, rates of high school completion by US-born Hispanics have almost converged to those of non-Hispanic Whites, but the large Hispanic deficits in college completion have instead widened. Finally, from the perspective of immigrant generations, Hispanics experience substantial improvements in education and earnings between first-generation immigrants and the second-generation consisting of the US-born children of immigrants. Continued progress beyond the second generation is obscured by measurement issues arising from high rates of Hispanic intermarriage and the fact that later-generation descendants of Hispanic immigrants often do not self-identify as Hispanic when they come from families with mixed ethnic origins.

Children of Immigrants Longitudinal Study (CILS) was designed to study the adaptation process of the immigrant second generation which is defined broadly as United States-born children with at least one foreign-born parent or children born abroad but brought at an early age to the United States. The original survey was conducted with large samples of second-generation immigrant children attending the 8th and 9th grades in public and private schools in the metropolitan areas of Miami/Ft. Lauderdale in Florida and San Diego, California. Conducted in 1992, the first survey had the purpose of ascertaining baseline information on immigrant families, children's demographic characteristics, language use, self-identities, and academic attainment. The total sample size was 5,262. Respondents came from 77 different nationalities, although the sample reflects the most sizable immigrant nationalities in each area. Three years later, corresponding to the time in which respondents were about to graduate from high school, the first follow-up survey was conducted. Its purpose was to examine the evolution of key adaptation outcomes including language knowledge and preference, ethnic identity, self-esteem, and academic attainment over the adolescent years. The survey also sought to establish the proportion of second-generation youths who dropped out of school before graduation. This follow-up survey retrieved 4,288 respondents or 81.5 percent of the original sample. Together with this follow-up survey, a parental survey was conducted. The purpose of this interview was to establish directly characteristics of immigrant parents and families and their outlooks for the future including aspirations and plans for the children. Since many immigrant parents did not understand English, this questionnaire was translated and administered in six different foreign languages. In total, 2,442 parents or 46 percent of the original student sample were interviewed. During 2001-2003, or a decade after the original survey, a final follow-up was conducted. The sample now averaged 24 years of age and, hence, patterns of adaptation in early adulthood could be readily assessed. The original and follow-up surveys were conducted mostly in schools attended by respondents, greatly facilitating access to them. Most respondents had already left school by the time of the second follow-up so they had to be contacted individually in their place of work or residence. Respondents were located not only in the San Diego and Miami areas, but also in more than 30 different states, with some surveys returned from military bases overseas. Mailed questionnaires were the principal source of completed data in this third survey. In total, CILS-III retrieved complete or partial information on 3,613 respondents representing 68.9 percent of the original sample and 84.3 percent of the first follow-up.Relevant adaptation outcomes measured in this survey include educational attainment, employment and occupational status, income, civil status and ethnicity of spouses/partners, political attitudes and participation, ethnic and racial identities, delinquency and incarceration, attitudes and levels of identification with American society, and plans for the future.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. This study is an analysis of 13 waves of data retrieved from the National Longitudinal Survey of Youth 1997 survey (NLSY97) in order to examine the influence of marriage on immigrant offending trajectories from adolescence to young adulthood. There were three specific research questions considered: Are second generation immigrants entering into marriage at a slower pace than their first generation immigrant peers? What role does marriage play in understanding immigrant offending? Is the relationship between marriage and offending affected by immigrant generation or country/region of birth (i.e., nativity)? Distributed here is the code used for the secondary analysis and the code to compile the datasets.

This study was designed to systematically examine the similarities and differences of experience among four groups of adolescents: Mexicans (born of Mexican parents and residing in Mexico), Mexican immigrants (born of Mexican parents in Mexico and now residing in the United States), second-generation Mexican Americans (born and raised in the United States of Mexican immigrant parents), and White Americans (born and raised in the United States of white, non-Hispanic, U.S.-born parents). Specifically, the study explores how family orientation (i.e., familism and family conflict) and achievement orientation differ among these groups. The participants were 189 adolescents (96 girls and 93 boys) between the ages of 13 and 18 who were attending public middle and high schools. The participants were equally divided among the four groups. Data for the Mexican sample were gathered in 1991 and 1992 in Guanajuato, one of three Mexican states from which a majority of emigrants to the United States originate. Data for the other three groups were gathered in 1992 from public schools in California. The data collection methods consisted of classroom observations, ethnographic interviews, and tests which were conducted in either English, Spanish, or both according to the students' preference and proficiency. The interviews covered demographic, life-history, and migration-related information as well as issues related to their experiences at school and with their families and peers. The interview included a number of psychological tests: Familism Scale (Sabogal et al.,1987), Family Conflict Scale (Beavers, Hampson, and Hulgus, 1985), Sentence Completion Test (De Vos, 1973), Problem Situation Test (De Vos, 1973), and Thematic Apperception Tests (Murray, 1943). The Murray Research Archive holds the completed interview booklets as well as audiotapes of interviews. A follow-up of the study is possible with the collaboration of the contributor. Audio Data Availability Note: This study contains audio data that have been digitized. There are 284 audio files available.