Do level, field, and place of board members' Education impact financial risk disclosure? A Saudi Empirical evidence

This study aims to investigate the effect of board attributes (level, field, and place of education) on corporate financial risk disclosure in the Saudi energy sector. The research focuses on four energy companies listed between 2009 and 2021, resulting in 52 firm-year observations. Panel regressions were implemented to control for heteroscedasticity and autocorrelation. The study's results revealed that education level positively influences financial risk disclosure, whereas the impacts of place and field of education are not well-established. Moreover, the study explored the moderating role of education attributes in financial risk disclosure, indicating that companies with fewer highly educated board members who received their education from foreign universities other than those in Saudi Arabia are more inclined to disclose financial risks transparently. These findings suggest an essential need to diversify the level and place of education among directors, which holds significant implications for corporate governance policy-makers.

Education-Occupation Mismatch and Nativity Inequality Among Highly Educated U.S. Workers

Extensive research has documented persistent nativity inequality in the U.S. labor market, even among high-skilled immigrants. Yet, this phenomenon has not been sufficiently explained. This study investigates whether different types of education-occupation mismatch are a source of this inequality. Using longitudinal data from the Survey of Income and Program Participation, we examine nativity differences in the incidence and wage penalty of education-occupation mismatch among highly educated workers. The results demonstrate that high-skilled immigrants, especially those with foreign degrees, are more vulnerable to vertical and horizontal mismatch and suffer higher wage penalties from mismatched employment than similarly educated native-born workers. Auxiliary analyses show that the disadvantage foreign-educated skilled immigrants experience is largely concentrated among immigrants from countries with lower quality tertiary education, immigrants with lower English proficiency, and those with degrees in non-STEM fields and fields with demanding licensing requirements. These results point to skilled immigrants' limited human capital transferability, which stems from the quality and applicability of educational credentials, language proficiency, and institutional barriers.

Immigrant and native financial well-being: The roles of place of education and race/ethnicity

Immigrants' integration into U.S. society has occupied the interest of both scholars and the general public throughout the nation's history. This paper draws on and refines dominance-differentiation theory to explore how immigrants' place of education (whether they completed their education in the United States or abroad) and racial/ethnic status differentially affect their ability to integrate into U.S. society. Using the Survey of Income and Program Participation and wealth attainment as an indicator of economic integration, this paper finds mixed evidence for dominance-differentiation theory. Foreign education is associated with lower wealth attainment and race/ethnicity serves as an important stratifying factor for blacks and Latinos; however, there is little support for the theory when comparing the wealth attainment of immigrants with their same-race/co-ethnic native-born peers. This paper concludes with a discussion of why place of education matters for wealth attainment in the United States and explores its implications for both educational and racial/ethnic stratification among U.S. immigrants.