ci ed 597c discussion leading

8/9/2019 CI ED 597C Discussion Leading

1/15

Ming-Ying & Xuan

Week 6:

The protective factors of immigrant

family and ethic community


2/15

We did not come here the way other migrants came.They came to paradise to realize their personal

dreams. We were like trees uprooted and planted in

a foreign land. Phung Minh Tien(http://www.immigrationpolicy.org/images/File/brief/Refug

eestoAmericans.pdf)

y Video clip: refugee dreams revisited

www.youtube.com/watch?v=NwKwFUqdsgY


3/15

Need a community of their own!y Scattered or concentrated?

y Something that the resettlement agency cant

help:

language difficulties, cultural barriers


4/15

How the ethnic communities were

formed?y Three phases

y Spatial regrouping, second migration are involved

y Two examples: little Saigon (middle-class)

Versailles village (poor)


5/15

Versailles village casey Few human capital (low-income and low-skilled)

y More social/cultural capital

1. their intact families

2. their ethnic communityWhat is your understanding of social capital and

cultural capital?


6/15

Networks of social relations

y How the networks are maintained?

1. respect for elders/peers/self

Q: Why the authors regarded respect as a crucial

factor to maintain Vietnamese ethnic community?

What about other key values in Confucianism? (Tian)

2. multiple levels of ethnic involvement

social/economic/religious/psychological

3. integration as a mechanism of control

sanctions/affirmation


7/15

The determinants of academic

success

y Social class

y Family SES background

y Family structure

y Cultural influencey Ethnicity

What do you think about these determinants?


8/15

Alternative explanations

y Relative functionalism

Q: Do you agree that other barriers to entry into theAmerican mainstream had Asian ethnic groups

channel their energies into education? (Emily)y Stereotype threat

Any comments?


9/15

The theory of ethnic social relations

y The kinds of social relations that ethnic membership

provides/ The types of behavior and attitudes

produced by those social relations

y Whether these types of behavior and attitudes fit the

opportunities for mobility that exist in the larger

society

y Q: How does the theory of ethnic social relations carry

over to a black American (Obgu's involuntary minority)

community where it seems like the values are there,but nonconformance may not be punished as

severely? (Alyson)


10/15

Asia Americans Educational Achievement

y The cultural argument (Confucianism )

y The structural argument (immigration selectivity)

y The interaction of culture and structure

Q: Why are some cultures more likely or more able todevelop these social structures than others? Or if they

have similar social structures, why have other

immigrant groups not attained similar success in

schools? (Katie Reed)


11/15

The Ethnic System of Supplementary Education

y Ethnic-language school/ Ethnic afterschool

institutions

http://www.youtube.com/watch?v=HazwSYeHf3wthey promote integration by fostering ethnic culture,

heritage and identity/ provide tangible

supplementary service

Qs: Has the forced attendance in hagwans/community schools letChinese and Korean immigrants to reject Chinese/Korean

language in the second generation? (Wil)

I know that some American native-born children also attend

Kumon (which originated in Japan). Is this the case of

diffusion of immigrant culture to the mainstream American

society? (Izumi)


12/15

Multiple Unintended Consequences of the

Ethnic System of Supplementary Education

y To offer an alternative space for children to

express their feeling/ To help children form

different peer networks/ To help nurture childrens

ethnic identity

y Q: The above are positive consequences. Are

there any negative consequences you can think

of ?


13/15

Parachute Kids versus Immigrant Adolescents

y Parachute Kids

1. Must adapt to a new living arrangement on theirown

2. To shoulder enormous day-to-day responsibilities

y Parachute Kids Antisocial behaviors

1. To lie to their parents

2. To smoke and drink

Q: what can be done to help parachute kids to adjust?(James)


14/15

West Indian vs. Asian

y Both of them have ethnic enclaves. Why the

former is mainly negative while the latter is

positive? What features of their ethnic

enclaves make the difference?y What is the possibility of generating protective factors,

such as those discussed here, in other immigrant

communities? Might some of these protective

practices (such as the development of cultural

institutions and academic support centers) eventranslate into nonimmigrant minority communities?

(Sarah)


15/15

In-group solidarity and out-group

derogation

Q1: How much of this is a conscious

action/decision and how is this process

different for parachute vs. immigrant children?

(Katie Tenny)

Q2: Will they need to continue to employ this

strategy in the long-run, or will it hinder their

chances to incorporate into the mainstream?(Emily)

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