who are the skilled immigrants in your community ... data webinar - jan. 2013... · immigrant...
TRANSCRIPT
J E A N N E B ATA L O VA , P H D
SENIOR POLICY ANALYST AND DATA HUB MANAGER
MIGRATION POLICY INSTITUTE
A M A N D A B E R G S O N - S H I L C O C K
COMMUNICATIONS DIRECTOR
IMPRINT
Who Are the Skilled Immigrants in Your
Community? Gathering the Data January 23, 2013
Dial-in: (218) 895-2222 Code: 9943637
PRESENTERS
Did You Receive Today’s Slides?
Today’s webinar will cover a significant amount of
information.
Every participant should have already received a PDF
of today’s slides.
A recording of the webinar will also be available afterward.
Note: If you have not received the slides, please e-mail
[email protected] ASAP.
IMPRINT is a national umbrella
organization specialized in skilled
immigrant integration. IMPRINT:
• Disseminates promising
practices
• Creates and distributes
resources for practitioners
• Advocates for effective policies
to support skilled immigrant
workforce integration
• More at: www.imprintproject.org
MEMBER ORGANIZATIONS
Community College Consortium for
Immigrant Education
www.cccie.org
Upwardly Global
www.upwardlyglobal.org
World Education Services
www.wes.org/gtb
Welcoming Center for New
Pennsylvanians
www.welcomingcenter.org
Welcome Back Initiative
www.welcomebackinitiative.org
Policy, Advocacy & Promising Practices
Pre-Webinar Survey Results
Your experience and resources
Expected uses of data on skilled immigrants
Challenges in data
Questions for presenters
Today’s Agenda
Questions to Be Addressed in Today’s
Webinar
1. What kind of data is available?
2. How can you obtain it?
3. How can you make sense of it?
4. When should you consider gathering it yourself?
Today’s Agenda
AGENDA
Pt. I: An Overview of Data Sources
Pt. II: Going after Data Yourself
Pt. III: Advanced Data Collection Using IPUMS
Today’s Agenda Part I
An Overview of Data Sources
Knowing What Data Is Out There
US Census Bureau’s American Community Survey (ACS), accessed
through:
American FactFinder http://factfinder2.census.gov
Integrated Public Use Microdata Series (IPUMS): http://usa.ipums.org/usa
Third-party analyses of Census Bureau data (MPI, CensusScope)
Other sources:
Population Reference Bureau, STEM worker data sources:
http://www.prb.org/Reports/2010/stemworkers.aspx
NSF, National Survey of College Graduates: www.nsf.gov/statistics/srvygrads/
MPI’s Data Guide: http://www.migrationpolicy.org/pubs/2008DataGuide.pdf (will be
updated soon!)
First: Has Someone
Already Done the Work?
The Migration Policy
Institute report Uneven
Progress drew on Census
data to systematically
document skilled
immigrant issues at the
national level.
Findings from Uneven Progress
“Brain waste” affects more than one in five college-educated immigrants.
In 2011: about 23% or 1.6 million (compared to 17% of US born)
Higher Unemployment Rates: Recent arrivals and African born
Latin-American and African-born immigrants are more likely to be
underemployed.
Other factors: longer US residence, US degree, stronger English skills,
and class of admission (employment-based vs. others)
Institutional barriers
Source: Migration Policy Institute analysis of the microdata from the US Census Bureau’s ACS and from the
New Immigrant Survey.
Other Data Analyzed by MPI
The 2011 ACS-based profile of college-educated immigrant and
native workers in the United States overall:
http://www.migrationinformation.org/USfocus/display.cfm?id=927
Among college-educated adults in the country: 9.4 million or 16% are
immigrants
The college-educated immigrant population grew faster than their
native counterparts in the 1990s and 2000s
About 17% of college-educated immigrants are Latinos
California, New York, Florida, and Texas accounted for half of the 7.2
million college-educated immigrants in the labor force
College-educated immigrants are more likely to be unemployed and
underemployed than the native born
Source: Migration Policy Institute analysis of the microdata from the US Census Bureau’s ACS.
Other Data Analyzed by MPI, Cont.
The 2010 and 2011 ACS-based profiles of immigrants and natives in the
United States and by state:
http://www.migrationinformation.org/datahub/acscensus.cfm
Demographic and Social: top countries of birth, geographic mobility,
children in immigrant families
Language and Education: rates of limited English proficiency and levels of
educational attainment, rates of linguistic isolation, and adult English literacy
Workforce: immigrants’ share among all, low-educated, and high-educated
workers, top occupations and industries, skill underutilization of college-
educated immigrants
Income and Poverty: average incomes, income distributions, poverty rates
Source: US Census Bureau’s American FactFinder tables and MPI analysis of the ACS microdata.
Today’s Agenda Part II
Going after Data Yourself
What If the Data You Need
Is NOT Pre-Crunched?
Options include:
• Using the American Fact Finder tool
to get what you need
• Using IPUMS to get what you need
(Jeanne will review this tool at the
end of today’s webinar)
• Collecting your own data
Searching By Yourself:
Census vs. ACS
Both data sets can be searched using the Census Bureau’s
American Fact Finder tool at factfinder2.census.gov
The US Census is conducted every 10
years and contains basic info about all
310+ million Americans
The ACS data is released every 1 year
and contains more detailed information
about a representative sample of
Americans
Questions You Can Answer
with FactFinder
What percentage of the immigrants in my [city/county/metro area]
have a college education? Search: Place of Birth by Educational Attainment
What region of the world do college-educated immigrants come from? Search: Selected Characteristics of the Foreign Born by Region of Birth
What percentage of college-educated immigrants speak only
English? Search: Educational Attainment and Employment Status by Language
Spoken at Home
Note: Many of these facts can be found in more than one American FactFinder table. The
above examples are not comprehensive. Useful profile-like tables are S0501, S0201, and
S0502-S0506 (by region of birth)
How Do I Find Data Using
Fact Finder? A 3-step process from the factfinder2.census.gov page:
Step 1. Choose the geographic area you
want to search
Click on “Geographies.” Type or highlight the city, state, or other
area you want, then click on “Add to your selections”. The name of
the area (e.g., “New York”) should zoom to the upper left corner of
your screen, in the Your Selections box.
Close the Select Geographies sub-window by clicking on the X in the
upper right corner of the GRAY BOX (not the full screen!)
Note: You can select more than one geographical area if you want to compare them -- for
example, two neighboring counties.
Step 2. Choose the Dataset
You Want to Search
We recommend using the American Community Survey 3-year data for
state-level estimates and 5-year data for other geographies. Currently,
the most recently available data tables are 2009-2011 and 2007-2011.
Click on Topics
Select Dataset
Choose 2011 ACS 5-year estimates
Beware that if you are comparing trends over time in the ACS, you should use the same
time-span in your data set, for example, 2011 ACS 5-year with 2010 ACS 5-year. Other
comparisons are invalid.
Step 3. Choose the Variable
You Need
If you know the name of the variable you need, you can search it by
keyword (e.g. “Place of Birth” to find the countries of origin for a
given group of immigrants)
If you do NOT know the name of the variable, you can browse
commonly-used tables for ideas (e.g, “Selected Characteristics of the
Native and Foreign-Born Populations”)
Be aware that the word “immigrant” does not appear in Census data.
Instead, use the term “foreign born.”
If necessary, use the Glossary to help you understand the definition of Census terms. To
access it, click on the “Glossary” link in the upper right corner of Fact Finder’s home page.
A pop-up box will appear. Under the Table of Contents at left, click again on the word
“Glossary.”
Bao - add Screenshot of Step 3
Making Sense of the Data
You can download the data in PDF form or as an Excel file.
An Example…
Collecting Your Own Data
Questions to Answer:
What data do you truly need to know?
Is it best to gather it via a one-time event
or as part of ongoing client intake?
What medium is likely to garner the most
useful results (paper form, online survey,
oral interview)?
For Example….
Need: My organization wants to know what
percentage of our graduating ESL students have
degrees from abroad, and if they are pursuing work
in that field.
Solution: We plan to add 3 questions to our existing
“exit interview” of students to gather this information.
?
!
Tips for Gathering Data You Can
Use
Use precise phrasing (“In what country did
you earn your degree?” rather than
“Where…?”)
Be succinct (“Do you have a job now?”)
Don’t make assumptions (“Do you want to
work in the field of your degree?”)
Make sure answers can be aggregated (ask
for year of graduation rather than “How long
ago did you get your degree?”)
Wait!
Before You Implement Your Plan,
Ask:
Who can review your draft data collection
plan and tools to help you catch potential
problems?
Tip: Seek out a professional evaluator who works
in a nonprofit setting
Who can help you beta-test your data
collection tool?
Tip: Consider foreign-born colleagues as a
resource
STOP
Telling Your Own Story
Once your data is gathered and analyzed, it’s time to share.
Whether briefing your colleagues or an external audience, make sure to:
Explain how the data was collected and what it
includes
Provide context to illuminate the findings
Example: “There are 300,000 immigrants in our region, representing
8% of the total population. Approximately 1 in 3 of those
immigrants, or 100,000 people, have a college degree.”
Use your findings to illustrate why you are
recommending a program model, course of action,
or policy change
Questions?
Before we move to the last
segment of this webinar, any
questions?
Today’s Agenda Part III
Advanced Data Collection
Using IPUMS
Quick Definitions
The Integrated Public Use Microdata Series (IPUMS): an online collection of
data from 15 federal censuses (1860-2000) and from the 2000-2011 American
Community Surveys. IPUMS is a project of the Minnesota Population Center.
http://usa.ipums.org/usa
Census microdata: individual records with information collected on persons and
households.
Aggregate data vs. microdata
Aggregate data are compiled statistics, such as a table showing educational
attainment of immigrants (overall) in New York from the American FactFinder.
Microdata are flexible. You can generate your own statistics such as age,
gender, and Latino origin of college-educated immigrants in New York.
Analyzing ACS Microdata Using
the IPUMS Website:
http://usa.ipums.org/usa
1. Advanced analysis: Download microdata, learn about
and recode the variables; requires quantitative research
skills and software packages such as STATA, SPSS, or
SAS
2. Online IPUMS tables: Learn about the variables
(e.g., characteristics such as citizenship status or place
of residence), register for a free account, select the
variables using an online interface, apply filters, and done!
Step 1: Learn the Definitions and
Structure of ACS Variables
Step 1, Cont.
Step 1: “Citizen” Example
Code 2+ 3 = Foreign born or
Immigrants
Step 1: “EDUC” Example
College educated
Note: Some variable like EDUC have also
“detailed” codes. Will give you a
breakdown by advanced degree
Step 2: Use Analyze Online Data
to Generate a Table
Draw from ACS 2011 data under data sources
Step 2, Cont.
Desired table: Number of college-educated immigrant and native-born men and
women age 25 and older
Double-check your year selection
Select your variables from the list
Step 2, Cont.
Desired table: Number of college-educated immigrant and native-born men and
women age 25 and older
Variables used: EDUC, CITIZEN, GENDER, AGE
1
2 3
Click “Run the Table”
4
Step 2, Cont.
Desired table: Number of college-educated immigrant and native-born men and
women age 25 and older
Always double-check your filter
selections!
• Copy/paste to Excel
• “Natz citizen” + “Not a citz” =
“Immigrants”
• “N/A” + “Born abroad of Am
parents” = “Native Born”
• Calculate percentages if
needed
• Repeat for a specific state,
another year, another group,
etc.
J e a n n e B a t a l o v a , P h D
S e n i o r P o l i c y An a l y s t a n d D a t a H u b M a n a g e r
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