Download 2010 Census Race and Hispanic Origin Alternative

Total Page:16

File Type:pdf, Size:1020Kb

Download 2010 Census Race and Hispanic Origin Alternative This document was prepared by and for Census Bureau staff to aid in future research and planning, but the Census Bureau is making the document publicly available in order to share the information with as wide an audience as possible. Questions about the document should be directed to Kevin Deardorff at (301) 763-6033 or [email protected] February 28, 2013 2010 CENSUS PLANNING MEMORANDA SERIES No. 211 (2nd Reissue) MEMORANDUM FOR The Distribution List From: Burton Reist [signed] Acting Chief, Decennial Management Division Subject: 2010 Census Race and Hispanic Origin Alternative Questionnaire Experiment Attached is the revised final report, “2010 Census Race and Hispanic Origin Alternative Questionnaire Experiment,” for the 2010 Census Program for Evaluations and Experiments (CPEX). This revision accounts for an update to Appendix A. If you have questions or comments about this report, please contact Joan Hill at (301) 763-4286 or Michael Bentley at (301) 763-4306. Attachment 2010 Census Program for Evaluations and Experiments 2010 Census Race and Hispanic Origin Alternative Questionnaire Experiment U.S. Census Bureau standards and quality process procedures were applied throughout the creation of this report. FINAL REPORT Elizabeth Compton Michael Bentley Sharon Ennis Sonya Rastogi Decennial Statistical Studies Division and Population Division This page intentionally left blank. i Table of Contents Executive Summary ........................................................................................................... vi 1. Introduction ..............................................................................................................1 1.1 Purpose of Study ...............................................................................................3 1.2 Research Questions ...........................................................................................3 2. Background ..............................................................................................................5 2.1 Example Modification Family of Panels (B1) ..................................................5 2.2 Combined Race and Hispanic Origin Family of Panels (B2) ...........................8 2.3 Spanner Format and Limiting of “Race” Term Family of Panels (B4) ..........11 3. Methodology ..........................................................................................................13 3.1 Panel Design ...................................................................................................14 3.2 Sample Design ................................................................................................17 3.3 Mailing Strategy..............................................................................................18 3.4 Reinterview Evaluation ...................................................................................19 3.5 Data Processing ...............................................................................................22 3.6 Data Analysis ..................................................................................................24 3.7 Variance Estimation ........................................................................................29 3.8 Decision Criteria and Making Conclusions ....................................................29 4. Limitations .............................................................................................................30 4.1 Mailout/Mailback Universe ............................................................................30 4.2 Nonresponse Bias............................................................................................31 4.3 Questionnaires in English Only ......................................................................31 4.4 Race and Ethnic “Truth” .................................................................................31 4.5 Possible Conditioning Effects in Reinterview ................................................32 4.6 Removal of Overcount Question ....................................................................32 4.7 Telephone Questionnaire Assistance Callers ..................................................32 4.8 Small Sample for Small Population Groups ...................................................33 4.9 Focus Group Research ....................................................................................33 5. Results ....................................................................................................................33 5.1 Mail Return Rates ...........................................................................................33 5.2 Overall Race and Origin Distributions ...........................................................35 5.3 Item Nonresponse Rates .................................................................................41 5.4 Specific Race and Origin Reporting ...............................................................49 5.5 Treatment-Level Analysis ...............................................................................52 5.6 Reinterview Analysis ......................................................................................55 5.7 Nonresponse Analysis .....................................................................................65 5.8 Focus Group Research ....................................................................................68 6. Related Evaluations, Experiments, and/or Assessments .......................................71 ii 7. Key Lessons Learned, Conclusions, and Recommendations .................................71 7.1 Answers to Research Questions ......................................................................71 7.2 Final Conclusions............................................................................................75 7.3 Recommendations ...........................................................................................78 8. Acknowledgements ................................................................................................79 9. References ..............................................................................................................80 Appendix A: Additional Analysis Tables ..............................................................85 Appendix B: 2010 Alternative Questionnaire Experiment Reinterview Race/Origin Excerpt........................................................................101 Appendix C: 2010 Alternative Questionnaire Experiment Race and Hispanic Origin Panel Questionnaire Images ................................................106 Appendix D: Focus Group Report Executive Summary ......................................123 iii List of Tables Table 1: Experimental Panels and Their Associated Treatments. .........................................14 Table 2: Final Mailout Sample Size for Each Panel and Stratum (Number of Housing Units). ....................................................................................................................18 Table 3: AQE Reinterview Response Rates by Panel and Stratum. ......................................21 Table 4: Sample counts of interview and reinterview responses for a single race /origin group (Hispanic is used as an example) ................................................................28 Table 5: Final Mail Return Rates for the Race and Hispanic Origin Panels by Stratum. ......34 Table 6: Race Question Item Nonresponse by Hispanic Origin. ...........................................36 Table 7: Item Nonresponse for the Separate Race and Hispanic Origin Questions and the Combined Question ...............................................................................................38 Table 8: Weighted Distributions for All Panels. ....................................................................42 Table 9: Weighted Combined Distribution. ...........................................................................45 Table 10: Hispanic Origin Weighted Distribution. ................................................................47 Table 11: Detailed Reporting for Select Race Groups and Hispanic Origin. ........................49 Table 12: Estimated Differences of Treatment-Level Comparisons of the Modified Race Example Treatment. ..............................................................................................52 Table 13: Estimated Differences of Treatment-Level Comparisons of the Modified Hispanic Examples and Removal of term “Negro” treatment. .............................53 Table 14: Estimated Differences of Treatment-Level Comparisons of the Multiple Hispanic Origin Response Treatment. ...................................................................54 Table 15: Percent Consistency between Reinterview Truth and Mailout/Mailback Response ................................................................................................................57 Table 16: Percentage of Consistent Responses between Reinterview Truth and Mailout/Mailback Response by Race and Origin Group ......................................58 Table 17: Gross Difference Rate between the Mailout/Mailback Questionnaires and Telephone Reinterview ..........................................................................................60 Table 18: Net Difference Rate between the Mailout/Mailback Questionnaires and Telephone Reinterview. .........................................................................................63 Table 19: Census Distribution of Respondents and
Recommended publications
  • Disentangling Immigrant Generations
    THEORIZING AMERICAN GIRL ________________________________________________________________ A Thesis presented to the Faculty of the Graduate School University of Missouri-Columbia ________________________________________________________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts ________________________________________________________________ by VERONICA E. MEDINA Dr. David L. Brunsma, Thesis Advisor MAY 2007 The undersigned, appointed by the dean of the Graduate School, have examined the thesis entitled THEORIZING AMERICAN GIRL Presented by Veronica E. Medina A candidate for the degree of Master of Arts, And hereby certify that, in their opinion, it is worthy of acceptance. Professor David L. Brunsma Professor Mary Jo Neitz Professor Lisa Y. Flores DEDICATION My journey to and through the master’s program has never been a solitary one. My family has accompanied me every step of the way, encouraging and supporting me: materially and financially, emotionally and spiritually, and academically. From KU to MU, you all loved me and believed in me throughout every endeavor. This thesis is dedicated to my family, and most especially, to my parents Alicia and Francisco Medina. Mom and Dad: As a child, I often did not recognize and, far too often, took for granted the sacrifices that you made for me. Sitting and writing a thesis is a difficult task, but it is not as difficult as any of the tasks you two undertook to ensure my well-being, security, and happiness and to see me through to this goal. For all of the times you went without (and now, as an adult, I know that there were many) so that we would not, thank you.
    [Show full text]
  • •Œshe Called Me a Mexican!•Š: a Study of Ethnic Identity
    University of Northern Iowa UNI ScholarWorks Electronic Theses and Dissertations Graduate College 2008 “She called me a Mexican!”: a study of ethnic identity Simona Florentina Boroianu University of Northern Iowa Copyright ©2007 Simona Florentina Boroianu Follow this and additional works at: https://scholarworks.uni.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Elementary Education Commons Let us know how access to this document benefits oy u Recommended Citation 2018 This Open Access Dissertation is brought to you for free and open access by the Graduate College at UNI ScholarWorks. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. 'SHE CALLED ME A MEXICAN!"- A STUDY OF ETHNIC IDENTITY A Dissertation Submitted in Partial Fulfillment of the Requirement for the Degree Doctor of Education Approved: Dr. Robert Boody, Chair Dr. Flavia Vernescu, Co-Chair Dr. Radhi Al-Mabuk, Committee Member Dr. Kimberly Knesting, Committee Member Dr. Roger Kueter, Committee Member Simona Florentina Boroianu University of Northern Iowa December 2007 UMI Number: 3321004 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.
    [Show full text]
  • Exploring Racial Label Preferences of African Americans and Afro- Caribbeans in the United States
    UNIVERSITY OF CALIFORNIA, MERCED Beyond Black: Exploring Racial Label Preferences of African Americans and Afro- Caribbeans in the United States A Thesis submitted in partial satisfaction of the requirements for the degree of Master of Arts in Sociology by Breanna D. Brock Committee in charge: Whitney Pirtle, Chair Zulema Valdez Dawne Mouzon 2019 ©Breanna D. Brock, 2019 All rights reserved iii The Thesis of Breanna D. Brock is approved, and it is acceptable in quality and form for publication on microfilm and electronically: Dr. Dawne Mouzon Dr. Zulema Valdez Dr. Whitney Pirtle, Chair University of California, Merced 2019 iii Table of Contents Abstract……………………………………………………………………………………………7 Introduction………………………………………………………………………………………..7 Literature Review..…………………………………..…………………………………………….8 Theorizing about Race, Ethnicity, and Identity of African Descendants Living in the United States …………………………………………….....……………………….…….8 Overview of Racial Labels in the United States…………....……………………………..9 Racial Labels as a Measure of Social Identity and Identification……..………………....12 Nativity and Discrimination as Correlates for Racial Label Preference among African Descendants……………………………………………………………….…………..…13 Methods…………………………………………………………………………………………..15 Data………………………………………………………………………………………15 Analysis Plan………………………………………………………………………....….18 Results……………………...………………………………………………………………….....18 Discussion………………..…………..…………………………………………………………..23 References………………………………………………………………………………………..34 iv List of Tables Table 1. Demographics by Nativity/Ancestry
    [Show full text]
  • Hyphenated Americans—Economic Aspects
    HYPHENATED AMERICANS-ECONOMIC ASPECTS* MARTIN BRONFENBRENNERt According to the 1970 Census of Population, nearly 10 million persons living in the United States were born in a foreign country, and either one or both parents of another 24 million are foreign born. The foreign stock (the foreign-born and the native-born with foreign-born parents) are therefore 17 percent of the population, making them one of the largest "minority" groups in the country. 1 There is absolutely no question that relative earnings of black Americans increased during the decade (1960s). There are, however, real questions about root causes of this change ... .[A]lthough by historical standards the gain of the sixties is truly prodigious, the abso- lute magnitude of the change is not overwhelming. In 1959, the average earnings of employed black men came to 57 percent of the amount earned by employed white men. This percentage had increased to 64 by 1969-i.e., about 16 percent of the wage differential 2 was bridged during the decade. I INTRODUCTION This paper is an income-distribution theorist's attempt to discuss for noneconomists certain primarily economic problems of the hyphenated American in American society. This general discussion includes evidence relative to two embarrassing questions: (1) How seriously has the notorious American "racial prejudice" or'"racism" handicapped the eventual economic assimilation of American minority members? ("Economic assimilation" here means the attainment of parity in income, if not in wealth.) (2) Marxian writers see "the economics of racism" as the effort by employers with monopsony (buyers' monopoly) power individually or as a group to keep "their" labor forces disunited on racial, linguistic, or religious lines, and therefore to keep them economically weak.
    [Show full text]
  • Diversity, Identity, and the American Dream Deborah Dabbs Lamar High
    Diversity, Identity, and the American Dream Deborah Dabbs Lamar High School “…The sidewalks of America are where the cultures of the world cross.” (Mitsui, Roseboro, Sasse 1) INTRODUCTION Some consider the American Dream of life, liberty, and the pursuit of happiness, promised by the Declaration of Independence, more fact than fiction. This debate is a key issue that I want my students to consider as they read and analyze the literature written by Americans who represent the ethnic and cultural groups that make up our great nation. To get started, I will speak to them of an America that is a collage of cultures melded together at the edges and in the hearts of its peoples to form a rare and beautiful nation comprised of many diverse people. I will speak to them of an America that is not a melting pot but a nation of blended cultures, a country of many languages, beliefs, practices, skin colors, and histories all begging to be given a voice. I will speak to them of an America emblazoned in our literature, which is a living, breathing entity telling of who we are, when we are, where we are, what we are, and why we are. I will speak to them of an America where who we are provides the pathways we must take to begin to understand that there is an avenue open to each and every one of us, leading to the realization of our own particular American Dream. And, I will speak to them of how the highlights of the history of their peoples and their cultures can aid them in finding their way to a success that embodies life, liberty, and the pursuit of happiness – the American Dream.
    [Show full text]
  • The Adaptation of Migrant Children
    The Adaptation of Migrant Children The Adaptation of Migrant Children Alejandro Portes and Alejandro Rivas Summary Alejandro Portes and Alejandro Rivas examine how young immigrants are adapting to life in the United States. They begin by noting the existence of two distinct pan-ethnic populations: Asian Americans, who tend to be the offspring of high-human-capital migrants, and Hispanics, many of whose parents are manual workers. Vast differences in each, both in human capital origins and in their reception in the United States, mean large disparities in resources available to the families and ethnic communities raising the new generation. Research on the assimilation of these children falls into two theoretical perspectives. Culturalist researchers emphasize the newcomers’ place in the cultural and linguistic life of the host society; structuralists, their place in the socioeconomic hierarchy. Within each camp, views range from darkly pessimistic—that disadvantaged children of immigrants are simply not joining the Ameri- can mainstream—to optimistic—that assimilation is taking place today just as it has in the past. A middle ground is that although poorly endowed immigrant families face distinct barriers to upward mobility, their children can overcome these obstacles through learning the language and culture of the host society while preserving their home country language, values, and customs. Empirical work shows that immigrants make much progress, on average, from the first to the second generation, both culturally and socioeconomically. The overall advancement of the immi- grant population, however, is largely driven by the good performance and outcomes of youths from professional immigrant families, positively received in America.
    [Show full text]
  • "They Called Me Kimchi Breath" and Other Short Narrative Essays: a Study in Composing Asian-American Identity in Short Nonfictional Essays
    Andrews University Digital Commons @ Andrews University Honors Theses Undergraduate Research 4-30-2020 "They Called Me Kimchi Breath" and Other Short Narrative Essays: A Study in Composing Asian-American Identity in Short Nonfictional Essays Teddy Kim Andrews University Follow this and additional works at: https://digitalcommons.andrews.edu/honors Part of the Asian American Studies Commons, and the Literature in English, North America, Ethnic and Cultural Minority Commons Recommended Citation Kim, Teddy, ""They Called Me Kimchi Breath" and Other Short Narrative Essays: A Study in Composing Asian-American Identity in Short Nonfictional Essays" (2020). Honors Theses. 223. https://digitalcommons.andrews.edu/honors/223 This Honors Thesis is brought to you for free and open access by the Undergraduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Honors Theses by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. J. N. Andrews Honors Program Andrews University HONS 497 Honors Thesis “They Called Me Kimchi Breath” and Other Short Narrative Essays: A Study in Composing Asian-American Identity in Short Nonfictional Essays Teddy Kim 30 April 2020 Advisor: Beverly Matiko, Ph.D Primary Advisor Signature: Beverly J.Matiko ​ Department of English Kim 2 Abstract The heterogenous lifestyle of Asian-Americans is one of duality. For this ethnic group, personal identity is a mix between American standard practices and inherited Asian traditions. However, even if their cultural practices are primarily American, Asian-Americans are often “Otherized” and outcast when claiming an American identity, forcing them to be regarded as “just Asian.” As such, they are Americans being rejected by America, and as a result have no other place to call home.
    [Show full text]
  • The American Dream
    UNIT 1 The American Dream Visual Prompt: How does this image juxtapose the promise and the reality of the American Dream? Unit Overview In this unit you will explore a variety of American voices and define what it is to be an American. If asked to describe the essence and spirit of America, you would probably refer to the American Dream. First coined as a phrase in 1931, the phrase “the American Dream” characterizes the unique promise that America has offered immigrants and residents for nearly 400 years. People have come to this country for adventure, opportunity, freedom, © 2014 College Board. All rights reserved. and the chance to experience the particular qualities of the American landscape. Unit 1 • The American Dream 1 UNIT The American Dream 1 GOALS: Contents • To understand and define complex concepts such as Activities the American Dream 1.1 Previewing the Unit .................................................................... 4 • To identify and synthesize a variety of perspectives 1.2 Defining a Word, Idea, or Concept ............................................... 5 • To analyze and evaluate the Essay: “A Cause Greater Than Self,” by Senator John McCain effectiveness of arguments 1.3 America’s Promise ....................................................................... 8 • To analyze representative texts from the American Poetry: “The New Colossus,” by Emma Lazarus experience Speech: Excerpt from Address on the Occasion of the Fiftieth Anniversary of the Statue of Liberty, by Franklin D. Roosevelt 1.4 America’s Voices ....................................................................... 12 ACADEMIC VOCABULARY primary source Poetry: “I Hear America Singing,” by Walt Whitman structure Poetry: “I, Too, Sing America,” by Langston Hughes defend Poetry: “America,” by Claude McKay challenge qualify 1.5 Fulfilling the Promise ...............................................................
    [Show full text]
  • Graphic Representation in Miné Okubo's Citizen 13660
    “My thoughts shifted from the past to the future”: Time and (autobio)graphic representation in Miné Okubo’s Citizen 13660 James Peacock Keele University *Email: [email protected] Abstract This article explores time in Miné Okubo’s graphic memoir Citizen 13660. Drawing on the work of Homi Bhabha, and on comics scholars like Thierry Groensteen, it argues that Okubo’s complex representation of time serves several functions. First, it undermines expectations of the linear memoir form by making links between different panels, thus forcing the reader to reconsider historical continuities and breaks. Secondly, it shows how authority figures responsible for the internment of Japanese Americans during World War II consciously manipulated ideas of time, history and lineage in order to cast Japanese Americans as dangerous others. Thirdly, ironic contrasts between words and images in Citizen 13660 serve to undermine racialized ideological constructions and begin to deconstruct hegemonic ideas about national identity and belonging. Keywords: Miné Okubo;Citizen 13660 ;time;Japanese Americans World War Two;graphic autobiography There is no room in this country for hyphenated Americanism. [ ... ] There is no such thing as a hyphenated American who is a good American. (Theodore Roosevelt, quoted in “Roosevelt Bars the Hyphenated” 1915) This is an article about time. More specifically, it is about the delicacy with which Miné Okubo, author of the graphic memoir Citizen 13660 ([1946] 2014), depicts the two-and-a-half years she spent in the Japanese internment camps during World War II. Not only does Okubo’s memoir provide an invaluable record of this episode, combining a personal narrative with a chronicle of an ethnic group whose sense of identity was transformed by external 1 political forces, but it also reveals, with great subtlety, how time is intimately bound up in perceptions of individual, communal and national identity, and in power relations.
    [Show full text]
  • The Role of Premigration Status in the Acculturation of Chinesevietnamese and Vietnamese Americans
    The Role of Premigration Status in the Acculturation of Chinese–Vietnamese and Vietnamese Americans* Monica M. Trieu, Purdue University Drawing from fifty in-depth interviews, this research examines the role of existing parental language knowledge on the ethnic identity negotiation of two ethnically distinct children of immigrant groups—Vietnamese and Chinese–Vietnamese—whose families have emigrated from Vietnam to the Southern California region of the United States. While previous research focused primarily on the influence of premigration status on first-generation immigrants, this article considers how a central aspect of premigration status (intranational ethnicity) applies specifically to the children of first generation immigrants. By taking the premigration approach of comparing the experiences of differ- ent ancestral-origin groups from a single nation (the intranational ethnicity perspective), this analysis suggests that a family’s premigration ethnic status shapes the 1.5 and sec- ond-generation’s ethnic self-identification choices through the mediation of parental lan- guage knowledge. Specifically, for the children of immigrants with twice-minority status (Chinese–Vietnamese Americans), parental language knowledge serves as an easy ethnic identity default during these children’s early self-identification process. Introduction From the mid-1990s to the early 2000s, a series of Northern California news articles emerged that discussed the lives of a distinct subethnic group, the Chinese–Vietnamese Americans1 (Chang 2006; McLaughlin 1996; Shioya 1994). This group of “new” 1.52 and second-generation Asian Americans were different from their peers because of their access to multiple cultural worlds, which included the world of their ancestors (China), the world where either they or their parents were born (Vietnam), and the world where they were raised (the United States).
    [Show full text]
  • Germana Dissertation
    ©2012 Rachelle Germana ALL RIGHTS RESERVED HYPHENATION AND ITS DISCONTENTS: HYPHENATORS, HYPHEN-HATERS, AND THE CULTURAL POLITICS OF AMBIGUITY by RACHELLE GERMANA A Dissertation submitted to the Graduate School-New Brunswick Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Philosophy Graduate Program in Sociology written under the direction of Eviatar Zerubavel and approved by ________________________ ________________________ ________________________ ________________________ ________________________ New Brunswick, New Jersey October, 2012 ABSTRACT OF THE DISSERTATION Hyphenation and Its Discontents: Hyphenators, Hyphen-Haters, and the Cultural Politics of Ambiguity By RACHELLE GERMANA Dissertation Director: Eviatar Zerubavel This study explores the social logic of hyphenation, moving hyphenation beyond grammar and instead highlighting the way in which it performs socio-politically. In doing so, I use hyphenation as a gateway to a discussion about the cultural politics of ambiguity. In particular, I employ two settings of “hyphenated identities,” Hyphenated Americanism and surname hyphenation, to expose a hidden debate related more generally to ambiguity and ambivalence in American culture. A reading of these settings, which includes interviews with 30 surname hyphenators, reveals a conflict between hyphenation and cultural narratives that tend to favor unity, solidity, singularity, and an either/or vision of social categories. Within these cultural narratives, so-called
    [Show full text]
  • Ethnonyms in American Usage: the Story of a Partial Breakdown in Communication
    Ethnonyms in American Usage: The Story of a Partial Breakdown in Communication HENRI DIAMENT I Historically, and especially in modem times, in English (as in all languages for that matter) nouns and adjectives of nationality have referred primarily to citizens or subjects of a given nation or state. Among educated American speakers and writers, this is still basically, but not always, the meaning that first springs to mind upon hearing or reading these terms (henceforth referred to generically as ethnonyms for short), with due regard for context. Not so, however, among the great masses of contemporary speakers of American English, for whom another seme would appear to be the primary one, judging from extensive empirical evidence. One might venture the following definition for this favored seme: A person tacitly acknowledged by both speaker and hearer to be a native American citizen but referred to descriptively by using the noun or adjective referring to his real orfancied ancestral country of origin, despite thefact that the person involved is not and never has been a citizen or subject thereof. In other words we are dealing with an ellipsis of the well-known expression "hyphenated American" as applied to a specific case. Since the adjective, on both formal and statistical-probabilistic grounds, seems to be the locus of the ethnonymic phenomenon, illustrations will be drawn chiefly from adjectives, but with occasional comparative forays into the realm of nouns. II One may begin with a simple statement, one heard many times by numer- ous informants who all had in common the fact that they had immigrated to the United States from France: "He (or she) is French." Reference is here made to a situation in which the person so referred to was completely unknown to the informant, who heard it from the lips of a native American.
    [Show full text]