Submission Purpose
Main Conference
Type of Paper
Paper: Empirical
Abstract
We examine civic engagement among immigrants and native-born adults in the United States (U.S.) and Germany, operationalized in this study as voluntary work or volunteerism. Data for the analyses are drawn from the PIAAC. Germany and the U.S. were selected from the countries participating in PIAAC initial data collection in 2012 as two large OECD countries with different histories of immigration and responses to migrants. In Germany, native-born individuals showed greater volunteerism than immigrants (β = 0.119, p < .001) while in the U.S., no significant difference was apparent by immigration status (β = 0.031, p = .133). These results are discussed in the paper relative to existing research literature and implications for adult education are suggested.
Keywords
Civic engagement; PIAAC; volunteerism
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Ross-Gordon, J., Grotlüschen, A., Smith, M.C., Smith, T., Rose, A., Zarestky, J. & Fleige, M. (2020). Differences between US and German adults in native-born and migrants’ participation in volunteering as a dimension of civic engagement. Peer reviewed and approved by the AERC Steering Committee for the Adult Education in Global Times Conference. University of British Columbia. Canada. (Conference Cancelled).
Differences between US and German adults in native-born and migrants’ participation in volunteering as a dimension of civic engagement
We examine civic engagement among immigrants and native-born adults in the United States (U.S.) and Germany, operationalized in this study as voluntary work or volunteerism. Data for the analyses are drawn from the PIAAC. Germany and the U.S. were selected from the countries participating in PIAAC initial data collection in 2012 as two large OECD countries with different histories of immigration and responses to migrants. In Germany, native-born individuals showed greater volunteerism than immigrants (β = 0.119, p < .001) while in the U.S., no significant difference was apparent by immigration status (β = 0.031, p = .133). These results are discussed in the paper relative to existing research literature and implications for adult education are suggested.
