This paper contributes to the migration literature studying the time devoted to educational activities. It uses US time-diary surveys to study the allocation of time to informal as well as formal learning and educational activities by immigrants and natives. We develop a simple theoretical framework, which highlights the different constraints/opportunity costs faced by immigrants as compared with natives. Consistently with our theoretical model, the estimates show that immigrants are more likely to engage in informal and formal education and conditional on participation, they allocate more time to these activities. We find that the main drivers are economic incentives, mostly in the early phase of working life, and that the differences between natives and immigrants persist across generations. We also find that differences between immigrants and natives are generally larger in informal education than in formal education. The investment in informal and formal learning and educational activities is likely to boost immigrants' human and social capital and contribute to their socio-economic integration.

中文翻译：

---

移民对非正式和正式教育的需求：来自美国时间使用数据的证据

本文有助于研究用于教育活动的时间的移民文献。它使用美国时间日记调查来研究移民和当地人对非正式和正式学习和教育活动的时间分配。我们开发了一个简单的理论框架，突出了移民与本地人相比面临的不同限制/机会成本。与我们的理论模型一致，估计表明移民更有可能参与非正式和正式教育，并且在参与的条件下，他们会为这些活动分配更多时间。我们发现，主要驱动因素是经济激励，主要是在工作生活的早期阶段，并且本地人和移民之间的差异在几代人中持续存在。我们还发现，移民和本地人之间的差异在非正式教育中通常比在正式教育中更大。对非正式和正式学习和教育活动的投资可能会增加移民的人力和社会资本，并有助于他们的社会经济融合。