En el Captulo 12, el estudio de caso de la seccin In the Real World ( En el mundo real pag. 253), titulado Immigration into the United States and the Brain Drain from Developing Countries(Inmigracin a los Estados Unidos y el xodo de profesionales de los pases en desarrollo), analiza la migracin internacional de la fuerza laboral.

1. Evale el impacto de la migracin de la fuerza laboral presentada en este artculo a la luz del potencial impacto en el volumen y ganancias por concepto de exportacin e importacin.
2. Incluya al menos dos referencias en estilo apa

IN THE REAL WORLD: IMMIGRATION INTO THE UNITED STATES AND THE BRAIN DRAIN FROM DEVELOPING COUNTRIES Several recent studies have shed light on the type of labor skilled workforce in their own countries, Carrington and that decides to emigrate to the United States and the impact Detragiache present some truly startling statistics in this of immigrants on the U.S. economy. While there is consid regard. They calculated the stock of immigrants of a given erable debate regarding the Borjas claim that current U.S. education level in the United States from any given country immigrants are relatively less skilled than their carber counter- and then divided that number by the size of the population of parts (and thus that current migrants are less likely to have a the same education level who remained in the home country. positive impact on the economy than their predecessors),* For example, at the tertiary-education level, the number of it appears clear that the typical person who has emigrated Jamaican immigrants in the United States divided by the size from most developing countries in the past is relatively of the Jamaican population with tertiary education gave a fig- skilled. ure of 70 perceur. While the number of Jamaican immigrants In 1999 William J. Carrington and Enrica Detragiache is relatively small in absolute terms and the percentage of presented the results, using 1990 census data, of an exam- the Jamaican population with tertiary education is likewise ination of the educational background of the stock of small, this figure gives concrete force to the notion of brain developing-country emigrants (not the flow of migrants. drain from developing countries. Other (small) developing which Borjas was examining) over 25 years of age who now countries also had high numbers with regard to the tertiary- reside in the United States. The first striking result in the education level-Guyana (70 to 80 percent), The Gambia study was that individuals with no more than a primary edu- (60 percent), and Trinidad and Tobago (50 to 60 percent). cation (zero to eight years of schooling) accounted for only El Salvador, Fiji, and Sierra Leone had ratios greater than about 7 percent of the total immigrants (ie., about 500,000 20 percent. For many countries in Latin America, the ratios of the total of 7 million immigrants). Approximately that were the highest were those with respect to secondary 53 percent (3.7 million of the 7 million) were persons from education rather than tertiary education leg., Mexico (20 other North American countries (which included Central percent), Nicaragua (30 percent)], but, even so, their magni- American and Caribbean countries in the Carrington and tude indicates a substantial outflow of skill. Detragiache definition) who had at most a secondary educa- This loss of tertiary-level (and secondary-level) individu- tion. Most of these individuals were from Mexico. Almost als cannot help but impede the economic and social progress 1.5 million immigrants (21 percent) were highly educated of source countries spread throughout the world. However, individuals with a tertiary level of schooling (more than 12 recent research suggests some mitigating factors. For exam- years) from Asia and Pacific countries. (Note: this "highly ple, brain drain scientific personnel appear to interact with educated" measure does not include international students in peers in their home countries, sharing ideas and increase the United States, who were excluded from the "immigrant" ing the flow of innovation from developed to developing definition.) In addition, although small in number (128,000), countries. 75 percent of immigrants into the United States from Africa consisted of highly educated individuals. More than 60 per- "See George Borjas, Hran's Door (Princeton, NJ: Princeton cent of migrants from Egypt, Ghana, and South Africa had University Press, 1999); Jagdish Bhagwati, "Bookshelf: A Close Look at the Newest Newcomers," The Wall Street Journal, September a tertiary education, as did 75 percent of migrants to the 28, 1909, p. AM4: Spencer Abraham, "Immigrants Bring Prosperity," United States from India. Immigrants from China and South The Wall Street Journal, November 11, 1997, p. All; "Immigrants American countries were about equally divided between the to U.S. May Add $10 Billion Annually to Economy." The Wall Street secondary and tertiary education levels. Mexico and Central Journal, May 19, 1997, p. AS: "The Longest Journey: A Survey of Migration," The Economist, November 1, 2002. p. 13 (where an esti- American countries thus appeared to be an exception in that make is presented that fired -generation migrants to the United States most of the migrants from those countries had education impose an average net fiscal loss of 53,000 per person while the six- only through the secondary level. ion yields an $80,0100 met fiscal gain per person); "Give An important point to make is that, in general, individuals Me Your Scientists," The Economist, March 7. 2009. p. 84. who emigrate to the United States tend to be better educated "William J. Carrington and Enrica Detragiache, "How Extensive Is than the average person in their home countries, Further, the the Brain Drain?" Finance and Development 36, so, 2 (June 1979), migrants often represent a sizable portion of the similarly PP- 46-49