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Perceived Job Skill Limitations and Participation in Education and Training Opportunities: Differences Between US Native-Born and Non-Native-Born Individuals

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Abstract

Data from the 2003 National Assessment of Adult Literacy were examined to determine if non-native-born adults in the US differ from their native-born counterparts in (1) participation in work-related training or education, and (2) perceptions that specific skills limit their job opportunities. Results indicated that non-native-born persons were less likely than their native-born peers to participate in training or education to do their job better. Among non-native born persons, age and English language proficiency predicted their participation. Non-native-born persons were also much more likely than native-born individuals to perceive that their reading, writing, math, and computer skills limited their job opportunities, while both gender and age moderated perceptions of perceived skill limitations. Among the non-native-born population, age, gender, and amount of time spent living in the US significantly predicted perceived skill limitations.

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Authors and Affiliations

  1. Northern Illinois University, DeKalb, IL, USA

    M Cecil Smith & Thomas J. Smith

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  1. M Cecil Smith
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  2. Thomas J. Smith
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Correspondence to M Cecil Smith.

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This project has been funded by the U.S. Department of Education, National Center for Education Statistics (NCES). The content of this publication does not necessarily reflect the views or policies of NCES.

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Smith, M., Smith, T.J. Perceived Job Skill Limitations and Participation in Education and Training Opportunities: Differences Between US Native-Born and Non-Native-Born Individuals. Vocations and Learning 3, 55–69 (2010). https://doi.org/10.1007/s12186-009-9030-9

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  • DOI: https://doi.org/10.1007/s12186-009-9030-9

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