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A Comparative Study of Children of Immigrants in New York and Madrid City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 6-2014 Social Context and Perceived Belonging: A Comparative Study of Children of Immigrants in New York and Madrid Jessica Sperling Smokoski Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/289 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Social Context and Perceived Belonging: A Comparative Study of Children of Immigrants in New York and Madrid By Jessica Sperling Smokoski A dissertation submitted to the Graduate Faculty in Sociology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York. 2014 © 2014 Jessica Beth Sperling Smokoski All Rights Reserved ii This manuscript has been read and accepted for the Graduate Faculty in Sociology in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Richard Alba Date Chair of Examining Committee Philip Kasinitz Date Executive Officer Richard Alba Cynthia Epstein Nancy Foner Philip Kasinitz Supervisory Committee THE CITY UNIVERSITY OF NEW YORK iii Abstract Social Context and Perceived Belonging: A Comparative Study of Children of Immigrants in New York and Madrid by Jessica Sperling (Smokoski) Adviser: Professor Richard Alba This project examines the ways in which distinct contexts – and, specifically, distinct histories of immigration and ethnoracial diversity - affect the form, nature, and salience of boundaries demarcating an us/them (immigrant/non-immigrant) divide, including the perceived possibilities of social membership and the compatibility of minority and majority identity. It centers on the following research questions: What do the young adult 1.5/2nd generation see as the dominant boundaries or social divides in their countries of residence, in terms of differentiating immigrant-origin or ethnoracial minority groups from a perceived native- origin/mainstream population? How fluid are these boundaries, and when/why may they be subject to change? To what degree do children of immigrants feel receiving society national membership is available to them, and how does immigrant-origin or ethnoracial minority status play a role in in limiting (or, perhaps, permitting) membership? It examines these issues in a comparative perspective, focusing on young adult 1.5 and 2nd generation Dominicans and iv Colombians in New York City (a location with a historical immigrant presence) and Madrid (a location new to immigration). Methodologically, it utilizes 105 semi-structured in-depth interviews with these populations. By identifying the bases of, and barriers to, perceived possibilities of belonging in different social context, this project improves understanding of the current shape and possible future course of diversity in receiving societies. v Acknowledgements In developing this project, carrying out data collection, and analysis and writing, I am indebted to various institutions and individuals. I received funding from the Zeit Stiftung “Settling Into Motion” doctoral scholarship, the National Science Foundation, the Social Science Research Foundation, and various sources within the City University of New York. This funding was essential to this project’s completion. My participation in various workshops and conferences – including those organized by funders (Zeit Stiftung, Social Science Research Foundation), and others – provided intellectual development for this project, as did my affiliation with the Instituto Ortega y Gasset during my fieldwork in Madrid. In terms of individuals, I owe much gratitude to my respondents, who willingly spent time divulging their experiences and feelings, and to those who helped me reach respondents. I am immensely grateful toward my dissertation committee (Richard Alba, Nancy Foner, Phil Kasinitz, and Cynthia Epstein), and especially to my chair, Richard Alba. I was fortunate to have a committee of scholars who were also genuinely kind people and invested in my success, and who provided me invaluable overall guidance throughout the PhD program and dissertation process. Various other faculty members, both at the CUNY Graduate Center and beyond, also played key roles in my intellectual development. My doctoral student colleagues were immensely helpful in serving as sounding boards, and in providing a social outlet to accompany our academic work. Completing this project would have been much delayed without the support of my parents, who helped watch my daughter while I worked on the analysis and writing stages. Finally, my husband provided every vi type of aforementioned support, as well as significant and invaluable emotional support, at all stages of my dissertation project and overall Ph.D. program. vii Contents Chapter 1: Introduction ....................................................................................................... 1 Conceptual Foundation ................................................................................................... 3 Boundaries, Social Identities, and Social Organization .............................................. 3 Assimilation, Boundaries, and the Significance of Context ..................................... 12 Transatlantic Studies of Second Generation Assimilation........................................ 16 Research Focus ............................................................................................................. 19 Research Contexts ......................................................................................................... 21 Methodology and Data Collection ................................................................................ 26 Chapter Overview ......................................................................................................... 32 Chapter 2: Experiences in Destination Society Institutions .............................................. 35 Arrival ........................................................................................................................... 36 Neighborhood ............................................................................................................... 40 Police Interaction ...................................................................................................... 46 Experience in School .................................................................................................... 54 Intergroup Student Relations .................................................................................... 55 viii Discrimination by School Staff ................................................................................. 60 School-Based Discussion of Immigration and Diversity .......................................... 64 University Interest and Attendance ........................................................................... 68 Employment Prospects and Future Plans ...................................................................... 78 Discussion and Conclusion ........................................................................................... 85 Chapter 3: Markers of Difference ..................................................................................... 93 Markers of Difference in Madrid and New York City ................................................. 93 Race........................................................................................................................... 94 Language ................................................................................................................. 107 Cultural Values and Norms of Interaction (Forma de Ser) .................................... 115 Comparing and Explaining Similarities and Contrasts ............................................... 123 Conclusion .................................................................................................................. 133 Chapter 4: Identities ........................................................................................................ 137 Origin and Destination Country Identification ........................................................... 138 Origin-Country Identity .......................................................................................... 138 Destination-Country (American/Spanish) Identity ................................................. 142 Identity Situationality and Identity Change ............................................................ 158 Identifications beyond the Origin/Destination Society ............................................... 161 ix Immigrant/Immigrant-Origin .................................................................................. 162 Latino/a ................................................................................................................... 162 City of Residence .................................................................................................... 170 European ................................................................................................................. 177 Discussion and Conclusion ......................................................................................... 182 Chapter 5: Conclusion....................................................................................................
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