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The Multiple Meanings of San Diego's Little Italy

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The Multiple Meanings of San Diego's Little Italy University of San Diego Digital USD Dissertations Theses and Dissertations 2016 The ultM iple Meanings of San Diego's Little tI aly: A Study of the Impact of Real and Symbolic Space and Boundaries on the Ethnic Identities of Eight Italian Americans Thomas Joseph Cesarini University of San Diego Follow this and additional works at: https://digital.sandiego.edu/dissertations Part of the Ethnic Studies Commons, and the Race and Ethnicity Commons Digital USD Citation Cesarini, Thomas Joseph, "The ultM iple Meanings of San Diego's Little tI aly: A Study of the Impact of Real and Symbolic Space and Boundaries on the Ethnic Identities of Eight Italian Americans" (2016). Dissertations. 35. https://digital.sandiego.edu/dissertations/35 This Dissertation: Open Access is brought to you for free and open access by the Theses and Dissertations at Digital USD. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital USD. For more information, please contact [email protected]. THE MULTIPLE MEANINGS OF SAN DIEGO’S LITTLE ITALY: A STUDY OF THE IMPACT OF REAL AND SYMBOLIC SPACE AND BOUNDARIES ON THE ETHNIC IDENTITIES OF EIGHT ITALIAN AMERICANS by Thomas Joseph Cesarini A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2016 Dissertation Committee Robert Donmoyer, Ph.D Mary McDonald, Ph.D Zachary Gabriel Green, Ph.D University of San Diego Copyright © 2016 Thomas J. Cesarini. All Rights Reserved. Abstract The literature suggests that identifying with a particular place can promote a sense of ethnic identity. This study focused on eight Italian American community members’ perceptions of San Diego’s Little Italy as both a container and creator of ethnic identity. The study addressed a) how the participants define and convey their Italian American ethnic identity and b) how the participants perceive the role of San Diego’s Little Italy pre-redevelopment and post-redevelopment in creating and shaping their sense of being Italian American. The study employed a case-study design. Ethnohistoric accounts of life experiences were gathered from participants selected through convenience and maximum variation sampling procedures. Polkinghorne’s narrative analysis process was used to organize and display the individual accounts, and a cross-case analysis was conducted to identify emergent themes. Three overarching themes emerged from the narratives: a) Elements and Manifestations of Social Capital, b) Cultural Characteristics and Dynamics, and c) Evolving Purpose of Place. Each theme in turn comprised four subthemes that helped to illuminate each theme’s dynamics. Overall, a sense of community ownership was evident in the narratives from both former and current residents. For some participants, Little Italy was less about ethnicity and more about an upscale urban lifestyle enhanced somewhat by an Italian American cultural sensibility. For others, Little Italy in its current manifestation holds little meaning; instead, these participants look to the former neighborhood and its characteristics to maintain an emotional connection to place and their cultural heritage. A i noteworthy subgroup comprises participants who grew up in San Diego’s Italian neighborhood and are now an integral part of Little Italy’s rebranding. For them, a measure of tension exists: They are focused on continued progress in Little Italy but also lament the community’s changing cultural climate along with the disappearance of its historical assets. Further studies could illuminate dynamics of Little Italy’s managing organization and its role in shaping an updated Italian American culture. Studies of Italian Americans with no connection to a designated Italian American place also would provide opportunities to better understand the role of place in the development and maintenance of ethnic identity. ii Dedication This dissertation is dedicated to my children, Margaret and Andy—may they always strive to lead with compassion, maintain their youthful curiosity, and fulfill their aspirations and ambitions; and to my parents for their integrity of character, unyielding support, and infinite wisdom. When I Heard the Learn’d Astronomer — Walt Whitman When I heard the learn’d astronomer, When the proofs, the figures, were ranged in columns before me, When I was shown the charts and diagrams, to add, divide, and measure them, When I sitting heard the astronomer where he lectured with much applause in the lecture-room, How soon unaccountable I became tired and sick, Till rising and gliding out I wander’d off by myself, In the mystical moist night-air, and from time to time, Look’d up in perfect silence at the stars. iii Acknowledgments There are many individuals to thank for their support and guidance throughout the dissertation process and throughout the years encompassing my graduate studies. Heartfelt gratitude goes to my eight participants in this study for sharing their stories with me: Andy Asaro, Rosalie Tarantino, Jim Bregante, Fran Stephenson, Louis Palestini, Marianna Brunetto, Marco Li Mandri, and Luke Vinci. For their invaluable guidance, I express deep gratitude to my dissertation committee: Robert Donmoyer, Ph.D; Mary McDonald, Ph.D; and Zachary Gabriel Green, Ph.D—Dr. Donmoyer for his wealth of knowledge and the constant support he gives to his students; Dr. McDonald for her combination of humor, humanity, and breadth of wisdom; and Dr. Green for his unique blend of camaraderie, compassion, and commitment he provides to his students. For their mentorship and friendship, I thank my professors who have had a profound influence on me and displayed what the intersection of humility, leadership, and authority looks like: Fred Galloway, Ed.D; Cheryl Getz, Ed.D; Terri Monroe, Ed.D; Athena Perrakis, Ph.D; and George Reed, Ph.D. For their unflinching support, unparalleled administrative prowess (and certainly, patience) in the Leadership Department and in helping us all find our way through: Annie Guanciale, Beth Garofalo, and Heather Gibb; there is not enough thanks to go around. For their reading and editing support (and for their moral support), thanks goes to Kimber Quinney, Ph.D, and Elidie Strouse. iv I thank my colleagues at the Caster Family Center for Nonprofit and Philanthropic Research for their friendship and for my privilege in learning alongside them as well as the opportunity to be a part of this group. And many thanks go to the two individuals whence it all began, particularly for their confidence in me and their immense scholarship, Pat Libby and Liz Shear. In memory of Gary Neiger—I thank him for his friendship, support, and for what he brought to the University of San Diego. Ultimately, to all the administrators, faculty, and colleagues of the School of Leadership and Education Sciences (SOLES) who have been alongside me on this journey, you are an indelible part of my narrative, and for that I and extend my most sincere gratitude. v Table of Contents Acknowledgments .............................................................................................................. iv CHAPTER 1: INTRODUCTION ........................................................................................ 1 Background to the Study ..................................................................................................... 1 Statement of the Problem .................................................................................................... 3 Purpose of the Study ............................................................................................................ 4 Research Questions ............................................................................................................. 5 CHAPTER 2: REVIEW OF THE LITERATURE .............................................................. 6 Ethnic-Identity Conceptualizations in Meaning Making .................................................... 6 Conceptions of Ethnic Identity ....................................................................................... 7 Ethnic Identity as Process, Content, and Development ................................................ 11 Symbolic Ethnicity ....................................................................................................... 20 Enclaves and Ethnic Communities as Evolving Place Identity ......................................... 23 Enclaves as Identity Markers ........................................................................................ 25 Space and Place ............................................................................................................ 27 Koreatown, Los Angeles .............................................................................................. 29 Latino Urbanism in Los Angeles .................................................................................. 31 San Antonio .................................................................................................................. 32 Chinatown, Chicago ..................................................................................................... 33 Polonia, Chicago ........................................................................................................... 35 Chinatown, Toronto ...................................................................................................... 36 Chinatown, St. Louis .................................................................................................... 37 Little Portugal, Toronto
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