Initial relations between the host society and migrants are likely to influence whether and to what degree migrants receive tangible and intangible settlement support that might affect their children's educational integration. As part of the 1980 Refugee Act, the United States officially began to provide settlement support to one group of migrants - refugees, thus institutionalizing more favorable host-society relations for refugees compared to non-refugee migrants. This article assesses the general idea that post-1980 US refugees will show higher levels of integration than non-refugees by testing the specific hypothesis that refugees’ foreign-born children will attain (by adulthood) higher levels of educational attainment than their non-refugee counterparts. As expected, we find that more schooling is completed among refugees’ children than among non-refugees’ children, all else being equal. We also observe that the level of governmental support at arrival is positively associated with educational attainment among refugees’ children. As expected, schooling differentials also drop in accordance with arrival-period declines in support due to drops in refugee children's schooling. The results highlight the pivotal roles that initial host-society/migrant relations play in fostering refugee integration and underscore the potential societal benefits from adopting and maintaining settlement policies for migrants.

东道社会与移民之间的初始关系可能会影响移民是否以及在多大程度上获得可能影响其子女教育融合的有形和无形定居支持。作为 1980 年《难民法》的一部分，美国正式开始向一组移民——难民提供定居支持，从而使难民与非难民移民相比更有利的东道社会关系制度化。本文评估了 1980 年后的美国难民将比非难民表现出更高的融入水平的总体想法，通过测试难民的外国出生的孩子将比非难民获得（到成年）更高水平的教育水平的具体假设。同行。正如预期的那样，我们发现，在其他条件相同的情况下，难民儿童完成的学业比非难民儿童多。我们还观察到，政府在抵达时的支持水平与难民子女的教育程度呈正相关。正如预期的那样，由于难民儿童入学率下降，学校教育差异也随着抵达期间支持的减少而下降。结果突出了最初的东道国社会/移民关系在促进难民融入方面发挥的关键作用，并强调了采用和维持移民定居政策的潜在社会利益。由于难民儿童入学率下降，在抵达期间的支助减少，学校教育差异也随之下降。结果突出了最初的东道国社会/移民关系在促进难民融入方面发挥的关键作用，并强调了采用和维持移民定居政策的潜在社会利益。由于难民儿童入学率下降，在抵达期间的支助减少，学校教育差异也随之下降。结果突出了最初的东道国社会/移民关系在促进难民融入方面发挥的关键作用，并强调了采用和维持移民定居政策的潜在社会利益。