INTE-GE 2545: INTERDISCIPLINARY PERSPECTIVES ON THE NEW IMMIGRATION NEW YORK UNIVERSITY

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1 INTE-GE 2545: INTERDISCIPLINARY PERSPECTIVES ON THE NEW IMMIGRATION NEW YORK UNIVERSITY Spring 2015 Professor: Hua-Yu Sebastian Cherng, PhD 246 Greene Street, Room Office hours: Thursdays, 3:45 4:45 p.m. (in my office) Lecture: Thursdays, 2:00 3:40 p.m. (GCASL 265) DESCRIPTION OBJECTIVES READINGS Immigration has continually shaped notions of race and ethnicity throughout the history of the United States. Focusing on immigration post-1960s but building off of a foundation of research on early race relations in the US, this course serves as an introduction to different theoretical and empirical scholarship on race/ethnicity and immigration. Topics include immigrant adaptation/assimilation, social mobility, panethnicity, and the shifting construction of racial categories. Upon completion of this course, students will be able to: Engage in thoughtful discussion about race/ethnicity and immigration in the United States and other contexts. Write critically about topics on race/ethnicity and immigration. Direct discussions (either in person or online) about contemporary topics on race/ethnicity and immigration. Most of the readings will come from articles. We will read two books in this class: Lee, S. J Up against Whiteness: Race, School, and Immigrant Youth. Teachers College Press, Columbia University. Louie, Vivian Keeping the Immigrant Bargain: The Costs and Rewards of Success in America. New York, NY: Russell Sage Foundation Publications. HOW TO APPROACH READINGS FORMAT It is imperative you read the assignments, as every class attendant will be asked to participate in some form every week. Having said that, here are some tips to approach the reading: Identify one or two of the main points from the reading. This applies to books as much as it does articles. Ask yourself: Do I agree with the author? Regardless of the answer, think of a logical argument you can say to make from the main points of the reading. Think about how topics in the reading relate to and inform your daily lives (and negotiate the balance between anecdote and lived experience ). The majority of classes will be divided into two sections: The first section will involve an overview of the day s topic. Usually this section will be in lecture format, and should last no

2 more than 45 minutes. The second section will involve an activity: a directed discussion, a presentation, a debate, etc. REQUIREMENTS GRADING OTHER POLICIES Your grade for this course will be determined as follows: Attendance (10%) Three application memos (10% each for a total of 30%) Leading a conversation in class (20%) Final paper (40%) As a rule, no late assignments will be accepted. A late or incomplete assignment (barring unforeseen hardship, which will need to be documented) will result in a failing grade for the assignment, and possibly the course. If you are absent for class on a day when an assignment is due, the assignment must be turned in BEFORE class; otherwise, the assignment will not be considered submitted. The same rules apply for exams. Please make an effort to be on time and please turn off your cell phone and other digital distractions while in class (I will do the same). Responsible use of a laptop in class is welcomed and encouraged. NYU and Steinhardt policies toward academic integrity will be strictly enforced in this class. You can find the school s official statement on academic integrity here: Please see me immediately if you have any conflicts with scheduled assignments, or if you anticipate being absent due to religious observances. If you wish to withdraw from this course, please do so formally with the University Registrar. If you withdraw without authorization, you are at risk for receiving an F for the course. Any student attending NYU who needs an accommodation due to a chronic psychological, visual, mobility and/or learning disability, or is Deaf or Hard of Hearing, should register with the Moses Center for Students with Disabilities at , 726 Broadway, 2nd floor (

3 ASSIGNMENT INSTRUCTIONS APPLICATION MEMO The topics in the class are relevant to all of our lived experiences. Three times this semester, write a memo that connects one scholarly article to something you have read (preferably non-academic), thought about, or experienced. This memo should deeply engage the reading beyond a simple the reading used this example and this also happened to me. Did the reading speaking directly to your experience? Did the article you read contradict what the main argument of the scholarly reading? Each memo should be 3 4 pages long. This should be submitted by , in PDF format, to me: cherng@nyu.edu. LEADING A CONVERSATION Race/ethnicity and immigration are often considered taboo topics for discussions. One concrete skill that everyone should gain from this class is an ability to engage in a thoughtful and respectful conversation about these topics. Choose a topic that resonates with you, and communicate with Professor Cherng one week prior during office hours to design a discussion. Think creatively! FINAL PAPER Each student must submit a 10-page paper that extends from the topics discussed in this class to address a question you still have about race/ethnicity and immigration. This paper should not be a literature review with no argument. The first sentence of your paper should be your question. The rest of your paper should contain paragraphs with clear topic sentences that make a point and supporting evidence. Some logistics: the paper should be double-spaced, with 1 margins and 11 or 12 point font size. You should have at least ten citations of scholarly work, but feel free to include citations from non-scholarly sources and work we have read in class. If you would like comments on your final paper, please include a self-addressed envelope, and I will be happy to mail you my comments.

4 OUTLINE AND READING LIST January 29 th Lecture 1 February 5 th Lecture 2 February 12 th Lecture 3 February 19 th Lecture 4 February 26 th Lecture 5 March 5 th Lecture 6 March 12 th Lecture 7 General introduction Theoretical perspectives on race/ethnicity and immigration Winant, Howard Race and Race Theory. Annual Review of Sociology, Portes, Alejandro, and Min Zhou The New Second Generation: Segmented Assimilation and Its Variants. The Annals of the American Academy of Political and Social Sciences 530: Early immigration in the late 1800s early 1900s: White ethnics Alba, Richard D The Twilight of Ethnicity among Americans of European Ancestry: The Case of the Italians. Ethnic and Racial Studies 8(1): McDermott, Monica, and Frank L. Samson White Racial and Ethnic Identity in the United States. Annual Review of Sociology 31 (January): Waters, Mary C The Costs of a Costless Community. New Tribalisms: The Resurgence of Race and Ethnicity, Measurement of Race Snipp, Mathew C Racial measurement in the American census: Past Practices and Implications for the Future. Annual Review of Sociology 29: Dennis, Rutledge M Social Darwinism, Scientific Racism, and the Metaphysics of Race. The Journal of Negro Education 64 (3): Panethnicity Okamoto, Dina "Toward a Theory of Panethnicity: Explaining Asian American Collective Action." American Sociological Review 68: Okamoto, Dina "Institutional Panethnicity: Boundary Formation in Asian- American Organizing." Social Forces 85:1-25. Itzigsohn, Jose "The Formation of Latino and Latina Panethnic Identities." in Not Just Black and White: Historical and Contemporary Perspectives on Immigration, Race, and Ethnicity in the United States, edited by N. Foner and G. M. Fredrickson. New York City: Russell Sage Foundation Publications. Racism and discrimination in a new era Quillan, Lincoln New Approaches to Understanding Racial Prejudice and Discrimination. Annual Review of Sociology 32: Sue, Derald Wing, et al. "Racial Microaggressions in Everyday Life: Implications for Clinical Practice." American Psychologist 62.4 (2007): 271. Education and social mobility Kao, Grace, and Jennifer S. Thompson Racial and Ethnic Stratification in Educational Achievement and Attainment. Annual Review of Sociology 29 (1): Akom, A.A., W. Ginwright, and J. Cammarota Youthtopias: Towards a

5 New Paradigm of Critical Youth Studies. Youth Media Reporter 2(4): Warikoo, Natasha, and Prudence Carter Cultural Explanations for Racial and Ethnic Stratification in Academic Achievement: A Call for a New and Improved Theory. Review of Educational Research 79 (1): March 19 th March 26 th Lecture 8 April 2 nd Lecture 9 April 9 th Lecture 10 April 16 th Lecture 11 April 23 rd Lecture 12 Assignment: final paper topic April 30 th Lecture 13 Spring recess no classes Families and education, part 1 Louie, Vivian Keeping the Immigrant Bargain: The Costs and Rewards of Success in America. New York, NY: Russell Sage Foundation Publications. Families and education, part 2 Louie, Vivian Keeping the Immigrant Bargain: The Costs and Rewards of Success in America. New York, NY: Russell Sage Foundation Publications. Schools Cherng, Hua-Yu Sebastian, Kristin Turney, and Grace Kao Less Socially Engaged? Participation in Friendship and Extracurricular Activities Among Racial/Ethnic Minority and Immigrant Adolescents. The Teachers College Record 116 (3). Cherng, Hua-Yu Sebastian. 2014a. The Ties That Bind: The Role of Teacher Relationships in the Adaptation of Minority and Immigrant Adolescents. Working Paper b. Is All Classroom Conduct Equal?: When Teacher Contact Parents of Racial/Ethnic Minority and Immigrant Adolescents. Working Paper. Undocumented migrants and education Donato, Katharine M., and Amada Armenta What We Know About Unauthorized Migration. Annual Review of Sociology 37 (1): Gonzales, Roberto G "Learning to be Illegal Undocumented Youth and Shifting Legal Contexts in the Transition to Adulthood." American Sociological Review 76(4): Dougherty, Kevin J., H. Kenny Nienhusser, and Blanca E. Vega Undocumented Immigrants and State Higher Education Policy: The Politics of In-State Tuition Eligibility in Texas and Arizona. The Review of Higher Education 34 (1): Asian Americans and education Lee, Stacey J Up against Whiteness: Race, School, and Immigrant Youth. Teachers College Press, Columbia University. Latinos and education Suárez-Orozco, Carola, and Marcelo M. Suárez-Orozco Educating Latino Immigrant Students in the Twenty-First Century: Principles for the Obama Administration. Harvard Educational Review 79 (2): Aguirre, Jarrad Increasing Latino/a Representation in Math and Science: An Insider s Look. Harvard Educational Review 79 (4):

6 May 7 th Lecture 14 Immigration, migration, and the world Silverstein, Paul A Immigrant Racialization and the New Savage Slot: Race, Migration, and Immigration in the New Europe. Annual Review of Anthropology 34 (1): Goodburn, Charlotte Learning from Migrant Education: A Case Study of the Schooling of Rural Migrant Children in Beijing. International Journal of Educational Development 29 (5): May 19 th Final papers due by 5pm on the last day of finals (5/19)