This Working Paper uses U.S. time-diary surveys to study the allocation of time devoted to informal learning and education by immigrants and natives. We develop a simple theoretical framework, which highlights the different constraints and opportunity costs faced by immigrants as compared with natives. In line with our theoretical model, the estimates show that immigrants are more likely to engage in informal education and, conditional on participation, they allocate more time to these activities. The investment in informal learning and education activities is likely to boost immigrants’ human and social capital and contribute to socio-economic integration.
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