Although many previous studies have examined the outcomes of STEM graduates, there is very limited research examining the educational attainment of their children. Given the increasing contribution of immigration to the supply of STEM graduates, we use data from the ACS to examine disparities in children's schooling progress in the families of immigrant and U.S born STEM graduates. Our analysis shows several findings. First, the children of STEM graduates are less likely to fall behind in school than the children of graduates in Business, Arts/Humanities, and other fields of study. This relative STEM advantage is, however, stronger in immigrant than U.S born families. Second, the children of immigrant STEM graduates have more favorable outcomes than the children of U.S. born STEM graduates; however, the favorable outcomes of the former are more consistent for children whose parents have U.S. rather than foreign STEM degrees. Finally, our results show that it is only among the children of STEM graduates that we find lower odds of schooling progress among 1.75- compared to second-generation children. These odds are statistically significant, implying that there is some convergence in the outcomes of first- and second-generation children of immigrant STEM graduates.

尽管之前的许多研究都考察了 STEM 毕业生的成果，但考察其子女教育程度的研究非常有限。鉴于移民对 STEM 毕业生供应的贡献越来越大，我们使用 ACS 的数据来检查移民家庭和美国出生的 STEM 毕业生家庭中儿童学业进步的差异。我们的分析显示了几个发现。首先，与商业、艺术/人文和其他研究领域毕业生的孩子相比，STEM 毕业生的孩子在学业上落后的可能性更小。然而，这种相对的 STEM 优势在移民中比美国出生的家庭更强。其次，移民STEM毕业生的孩子比美国出生的STEM毕业生的孩子有更好的成绩；然而，对于父母拥有美国而非外国 STEM 学位的孩子，前者的有利结果更为一致。最后，我们的结果表明，只有在 STEM 毕业生的孩子中，我们发现 1.75- 的学业进步几率低于第二代孩子。这些几率具有统计显着性，这意味着移民 STEM 毕业生的第一代和第二代子女的结果存在一些趋同。