(1979). Symbolic ethnicity: The future of ethnic groups and cultures in America. Ethnic and Racial Studies: Vol. 2, No. 1, pp. 1-20.

Symbolic ethnicity: The future of ethnic groups and cultures in America*

The segmented assimilation theory offers a theoretical framework for understanding the process by which the new second generation – the children of contemporary immigrants – becomes incorporated in

https://is.muni.cz/el/1423/jaro2004/SOC732/um/Zhou_1997._Segmented_Assimilation._Issues__Controversies__and_Recent_Research_on_the_New_Second_Generations.pdf

Segmented assimilation: issues, controversies, and recent research on the new second generation.

This paper examines the bases of opposition to immigrant minorities in Western Europe, focusing on The Netherlands. The specific aim of this study is to test the validity of predictions derived from two theories—realistic conflict, which emphasizes considerations of economic well-being, and social identity, which emphasizes considerations of identity based on group membership. The larger aim of this study is to investigate the interplay of predisposing factors and situational triggers in evoking political responses. The analysis is based on a series of three experiments embedded in a public opinion survey carried out in The Netherlands (n = 2007) in 1997‐98. The experiments, combined with parallel individual-level measures, allow measurement of the comparative impact of both dispositionally based and situationally triggered threats to economic well-being and to national identity at work. The results show, first, that considerations of national identity dominate those of economic advantage in evoking exclusionary reactions to immigrant minorities and, second, that the effect of situational triggers is to mobilize support for exclusionary policies above and beyond the core constituency already predisposed to support them.

Predisposing Factors and Situational Triggers: Exclusionary Reactions to Immigrant Minorities

Since the 1980s, immigrant children and children of immigrant parentage have become the fastest growing and the most extraordinarily diverse segment of America’s child population. Until the recent past, however, scholarly attention has focused on adult immigrants to the neglect of their offspring, creating a profound gap between the strategic importance of the new second generation and the knowledge about its socioeconomic circumstances. The purpose of this article is to pull together existing studies that bear directly or indirectly on children’s immigrant experiences and adaptational outcomes and to place these studies into a general framework that can facilitate a better understanding of the new second generation. The article first describes the changing trends in the contexts of the reception the new second generation has encountered. The article then discusses the ways in which conventional theoretical perspectives about immigrant adaptation are being challenged and alternative frameworks are being developed. Thirdly, it examines empirical findings from recent research and evaluates their contribution to the sociology of immigration. Finally, it highlights the main conclusions from prior research and their theoretical and practical implications for future studies.

GROWING UP AMERICAN: The Challenge Confronting Immigrant Children and Children of Immigrants

Research with the Just World Scale has indicated that many people believe that the world is a place where good people are rewarded and bad people are punished. Believers in a just world have been found to be more likely than nonbelievers to admire fortunate people and to derogate victims, thus permitting the believers to maintain the perception that people in fact get what they deserve. Other studies have shed light on the antecedents, correlates, and social consequences of the belief in a just world. Everyone may have a version of the just world belief in early childhood (Piaget's “immanent justice”), but some people outgrow the belief quickly and some apparently never do. Believers in a just world have been found to be more religious, more authoritarian, and more oriented toward the internal control of reinforcements than nonbelievers. They are also more likely to admire political leaders and existing social institutions, and to have negative attitudes toward underprivileged groups. Suggestions for modifying the belief in a just world are offered, focusing on the socialization techniques employed by parents, teachers, religious institutions, and the mass media.

http://connect.issaquah.wednet.edu/cfs-filesystemfile/__key/telligent-evolution-components-attachments/01-14393-00-00-00-16-87-68/Rubin-_2600_-Peplau-1975s.pdf

Who believes in a just world

Employing insights from a broadly conceived social psychology, Simon N. Herman examines contemporary Jewish life in its totality as a constellation of interdependent factors. He sets forth criteria for the Jewish identity, analyzes the religious and national elements that interweave in it, the constancies and variations in that identity across the years and across countries, the impact on it of the Holocaust and the establishment of the state of Israel. An illuminating chapter is devoted to the question \"Who is a Jew?\" In his foreword to the fkst edition of this volume, Herbert Kelman of Harvard University described it as \"a pioneering contribution to the study of ethnic/national identity.\" The second edition incorporates additional data derived from two recent studies conducted by the author. It includes a discussion of the direction of changes in the Jewish identity in the decade since publication of the first edition. Special attention is given to the Jewish reactions to the worldwide resurgence of anti-Semitism and to the turbulent events in and around Israel. A careful analysis is undertaken of the factors in the present situation that strengthen and weaken the Jewish identity.

Jewish Identity: A Social Psychological Perspective.

The Tenacity of Prejudice: Anti-Semitism in Contemporary America.

Ethnic Identity and Assimilation: The Polish-American Community.

The present study was designed to answer the question: Why, under Freedom of Choice plans of school integration did so few black parents make an integration decision, and continue to enroll their children in segregated, black public schools? A number of variables are proposed, tested, then interrelated in a model, which is tested and modified. Some comments are addressed to the limitations of the study, and the feasibility of a general decision-making model. Back in May of 1954, the United States Supreme Court culminated a series of earlier decisions concerning racial segregation and discrimination by declaring segregation in public education to be "a denial of the equal protection of the law."1 One year later, implementa* The research upon which this paper is based was carried out with the aid of Grant OEG-8000043-1804 (010) from the U.S. Office of Education. An earlier draft of the paper was presented at the annual meeting of the Society for the Study of Social Problems, in Washington, D.C., on August 30-31, 1970. I am indebted to Bruce W. Aldrich, Hubert M. Blalock, M. Richard Cramer, Bruce K. Eckland, and James A. Wiggins for comments on an earlier draft. 1 Although Brown v. Board of Education (1954) is often cited as the desegregation decision, it may be perceived more accurately as a historical watershed; the culmination of decisions in the area of educational desegregation such as Pearson v. Murray (1936), Missouri ex. rel. Gaines vs. Canada (1938), Sipuel vs. Oklahoma Board of ReThis content downloaded from 157.55.39.163 on Sun, 20 Nov 2016 04:22:33 UTC All use subject to http://about.jstor.org/terms 488 / SOCIAL FORCES / vol. 50, june 1972 tion of the 1954 decision was delegated to the lower courts, "to take such proceedings and enter such orders and decrees consistent with this opinion as are necessary and proper to admit to public schools on a racially non-discriminatory basis with all deliberate speed the parties to these cases" (Blaustein and Ferguson, 1962:172). One latent consequence of these decrees was the institutionalization, by state law and/or practice, of avoidance, evasion, and delaying tactics manifestly designed to hinder implementation of the 1954 decision, especially in the South.9 By the mid-1960s, the legal attempts to avoid desegregation consequencesthose attempts at interposition and nullification, as well as those of disqualification, the separation of schools on criteria other than race,3 and the creation of private public schoolshad proven to be very costly, unsatisfactory and unsuccessful (Blaustein and Ferguson, 1962:242-267). The various Freedom of Choice (also called Freedom of Transfer or Free-Choice) plans, although differing as to mechanics, continued to be employed by some school districts into the 1970s. The value of the Freedom of Choice plans, for many of their proponents, lay in the fact that black people living in the Free-Choice-opting school districts seem to have chosen not to enroll (or transfer) their children (to or) in the formerly white segregated schools in large numbers. The present study was designed to answer the question: Why, under these Freedom of Choice plans of integration, did so few black parents make an integration decision, and continue to enroll children in segregated black schools? We approached the problem by examining two groups, integrators and non-integrators, to determine if there were certain factors that could aid us in differentiating between them. Those factors discovered which favored the probability that a person would choose to be an integrator rather than a non-integrator were then related to each other in the construction of a model depicting these interrelationships. The testing of the model permitted its modification so as to obtain a closer conformity with the reality described by our data. It was also felt that if commonalities among the integrators could be determined, which did not exist within the group of non-integrators, those commonalities might then be generalizable to other situations involving black decision-making, e.g., questions involving the participation/ non-participation in other institutional areas of American life still forbidden to or rejected by black people.

The Failure of Freedom of Choice: Decision-Making in a Southern Black Community

The Tenacity of Prejudice: Anti-Semitism in Contemporary America. By Gertrude J. Selznick and Stephen Steinberg. New York: Harper & Row, 1969. 248 pp. $8.95

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Murray Binderman

Author Tools

Chat about Author