Tomás R. Jiménez

Mexican immigrant replenishment and the continuing significance of ethnicity and race.

The literature on assimilation and ethnic identity formation largely assumes that the durability of ethnic boundaries is a function of the assimilation measures that sociologists commonly employ. But this literature fails to account adequately for the role of immigration patterns in explaining the durability and nature of ethnic boundaries. Using 123 in‐depth interviews with later‐generation Mexican Americans, this article shows that Mexican immigrant replenishment shapes ethnic boundaries and ethnic identity formation. The sizable immigrant population sharpens intergroup boundaries through the indirect effects of nativism and by contributing to the continuing significance of race in the lives of later‐generation Mexican Americans. The presence of a large immigrant population also creates intragroup boundaries that run through the Mexican‐origin population and that are animated by expectations about ethnic authenticity. The article illustrates the importance of immigrant replenishment to processes of assimilation and ethnic identity formation.

When White Is Just Alright How Immigrants Redefine Achievement and Reconfigure the Ethnoracial Hierarchy

Research on immigration, educational achievement, and ethnoraciality has followed the lead of racialization and assimilation theories by focusing empirical attention on the immigrant-origin population (immigrants and their children), while overlooking the effect of an immigrant presence on the third-plus generation (U.S.-born individuals of U.S.-born parents), especially its white members. We depart from this approach by placing third-plus-generation individuals at center stage to examine how they adjust to norms defined by the immigrant-origin population. We draw on fieldwork in Cupertino, California, a high-skilled immigrant gateway, where an Asian immigrant-origin population has established and enforces an amplified version of high-achievement norms. The resulting ethnoracial encoding of academic achievement constructs whiteness as having lesser-than status. Asianness stands for high-achievement, hard work, and success; whiteness, in contrast, represents low-achievement, laziness, and academic mediocrity. We argue that immigrants can serve as a foil against which the meaning and status of an ethnoracial category is recast, upending how the category is deployed in daily life. Our findings call into question the position that treats the third-plus generation, especially whites, as the benchmark population that sets achievement norms and to which all other populations adjust.

Mexican Americans as a paradigm for contemporary intra-group heterogeneity

Abstract Racialization and assimilation offer alternative perspectives on the position of immigrant-origin populations in American society. We question the adequacy of either perspective alone in the early twenty-first century, taking Mexican Americans as our case in point. Re-analysing the child sample of the Mexican American Study Project, we uncover substantial heterogeneity marked by vulnerability to racialization at one end but proximity to the mainstream at the other. This heterogeneity reflects important variations in how education, intermarriage, mixed ancestry and geographic mobility have intersected for Mexican immigrants and their descendants over the twentieth century, and in turn shaped their ethnic identity. Finally, based on US census findings, we give reason to think that internal heterogeneity is increasing in the twenty-first century. Together, these findings suggest that future studies of immigrant adaptation in America must do a better job of accounting for heterogeneity, not just between but also within immigrant-origin populations.

Affiliative ethnic identity: a more elastic link between ethnic ancestry and culture

Abstract This paper explains the development of affiliative ethnic identity: an individual identity rooted in knowledge, regular consumption and deployment of an ethnic culture that is unconnected to an individuals ethnic ancestry until that individual regards herself, and may be regarded by others, as an affiliate of a particular ethnic group. While ethnic culture remains identifiably linked to a particular ethnic ancestry, ideological, institutional and demographic changes have elasticized the link between ancestry and culture, making the formation of affiliative ethnic identity possible. Multiculturalism and its accompanying value of diversity have become institutionalized such that individuals regard ethnic difference as something to be recognized and celebrated. The prevalence of ethnic culture in schools, ethnically infused products of popular culture, demographic changes and growing interethnic contact allow individuals, regardless of ethnic ancestry, ready access to multiple ethnic cultures, providing the basis for the formation of affiliative ethnic identity.

Contexts for bilingualism among US-born Latinos

Abstract This paper focuses on the contextual determinants of bilingualism among Latino adults who were born in the US or are members of the ‘1.5 generation’ of Latinos who immigrated to the US when they were 10 or younger. We model the broader contexts reflecting contemporary developments that influence change in both the real and the perceived value of bilingualism. Using US census data for metropolitan areas in 1990 and 2000, we find that the replenishment of an immigrant population is a strong predictor of higher bilingualism among US-born Latinos. We draw on ethnographic data on later-generation Mexican Americans as well as field-work in dual-language immersion schools to explain our findings. The variables measuring the size and growth of the foreign-born Latino population in the MSA/PMSAs in our models capture the factors that encourage bilingualism that we identify in our ethnographic research: institutional contact with Spanish, labour-market rewards, cosmopolitanism.

How Ethnoraciality Matters Looking inside Ethnoracial “Groups”

The color line is still a central problem in the United States, as Du Bois declared more than a century ago. But economic, demographic, and social trends have subdivided it in ways that Du Bois could not have foreseen, creating tremendous intra-ethnoracial group diversity. A challenge for twenty-first-century scholarship is to make sense of the implications of growing intra-group diversity for the boundaries and meaning of group identity. Meeting this challenge requires treating intra-group diversity not merely as an outcome of various social processes. Intra-group diversity must also be seen as the origin of processes shaping the boundaries and meanings of group identities, as well as intergroup attitudes and relations. Meeting the challenge also necessitates adopting ethnographic and survey research practices that better capture the dynamism of the multiple color lines defining the American ethnoracial landscape and the implication of this dynamism for identity.

Intergenerational Mobility of the Mexican-Origin Population in California and Texas Relative to a Changing Regional Mainstream

We combine two approaches to gauge the achievements of the Mexican-origin second generation: one the intergenerational progress between immigrant parents and children, the other the gap between the second generation and non-Latino whites. We measure advancement of the Mexican-origin second generation using a suite of census-derived outcomes applied to immigrant parents in 1980 and grown children in 2005, as observed in California and Texas. Patterns of second-generation upward mobility are similar in the two states, with important differences across outcome indicators. Assessments are less favorable for men than women, especially in Texas. We compare Mexican-Americans to a non-Latino white reference group, as do most assimilation studies. However, we separate the reference group into those born in the same state as the second generation and those who have migrated in. We find that selective in-migration of more highly-educated whites has raised the bar on some, not all, measures of attainment. This poses a challenge to studies of assimilation that do not compare grown-children to their fellow natives of a state. Our model of greater temporal and regional specificity has broad applicability to studies guided by all theories of immigrant assimilation, integration and advancement.

The New Third Generation: Post-1965 Immigration and the Next Chapter in the Long Story of Assimilation

Now is the time for social scientists to focus an analytical lens on the new third generation to see what their experiences reveal about post‐1965 assimilation. This paper is a first step. We compare the household characteristics of post‐1965, second‐generation Latino and Asian children in 1980 to a “new third generation” in 2010. Todays new third generation is growing up in households headed by parents who have higher socioeconomic attainment; that are more likely to be headed by intermarried parents; that are less likely to contain extended family; and that, when living with intermarried parents, are more likely to have children identified with a Hispanic or Asian label compared to second‐generation children growing in 1980. We use these findings to inform a larger research agenda for studying the new third generation.

Bringing culture back in: the class origins and ethnoracial destinations of culture and achievement

ABSTRACT Notably absent from assimilation scholarship are analyses that seriously engage, rather than dismiss, cultural explanations for differences in group outcomes. That dismissal has left the assimilation scholars ill-equipped to thoroughly respond to popular and quasi-academic explanations that rely on an all-encompassing view of culture to explain immigrant group differences in socioeconomic outcomes. Jennifer Lee and Min Zhou’s The Asian American Achievement Paradox embraces the cultural explanation, but traces the root of an ethnoracial culture to its class origins. In so doing, Lee and Zhou force scholars to contend seriously with ‘culture’ as part of a larger explanation for group outcomes.

FADE TO BLACK

Increasingly, African Americans find themselves living side-by-side with immigrant newcomers from Latin America, the largest source of today’s immigrant population. Research on “Black/Brown” relations tends to a priori define groupness in ethnoracial terms and gloss over potential nuance in inter-group relations. Taking an inductive approach to understanding how African Americans interpret the boundaries that result from immigration-driven change, this paper draws on fieldwork among African Americans in East Palo Alto, California, a Black-majority-turned-Latino-majority city, to examine how African Americans construct multiple symbolic boundaries in the context of a Latino-immigrant settlement. Blacks’ rendering of these boundaries at the communal level invokes ethnoracial boundaries as a source of significant division. They see Latinos as having overwhelmed Black material and symbolic prowess. However, accounts of inter-personal interactions evince symbolic boundaries defined by language and neighborhood tenure that render ethnoracial boundaries porous. Respondents note intra-group differences among Latinos, pointing out how the ability to speak English and long-time residence in the neighborhood are important factors facilitating ties and cooperation across ethnoracial boundaries. The findings point to the importance of intra -ethnoracial-group differences for inter -ethnoracial-group attitudes and relations. Adopting ethnographic and survey research practices that treat boundaries as multiplex will better capture how growing intra -ethnoracial-group diversity shapes inter-ethnoracial-group relations.