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Home , Sociology of immigration

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SOCI 340: of Immigration

Di Di

Spring 2018

Contact Information Instructor: Di Di Office: Lovett 430 Email: [email protected] Office Hours: Wednesday 2pm-4pm

Course Objectives and Learning Outcomes This course compares early 20th century immigration to the US (and other countries) with more recent migratory flows. Topics will include the transnational identities of immigrants, ethnic discrimination, and the impact of immigrants on US civic and religious . A central part of the course is a semester-long research project. The main emphasis is on migration to the US. Where possible, however, material will be introduced to draw comparisons with migration to other nations.

We will specifically compare the earlier wave of European immigration to the with the more recent waves of immigration from Asia, Latin America, and the Caribbean. Questions will be asked about the transnational identities of immigrants, ethnic and racial discrimination, and the impact of immigrants on the labor market as well as civic and religious institutions. We will also explore how US public and legal policy has influenced, and is currently influencing, the flow of immigrants into the US as well as the adaptation of immigrants once they arrive. Throughout the course, students will be expected to revisit current media interpretations of the place of immigration in US and more globally, exploring the study of immigration from a sociological point of view. We will examine both how immigration influences the fabric of the host society as well as how the migration process has an impact on immigrants and their children. This course will encourage participants to evaluate their own experiences with immigration and immigrants, be in dialogue with other students, with the authors we read, and with the instructor, as we examine how the flow of peoples between nations has restructured and is continuing to restructure global life.

Required Texts and Materials All required texts will be available on Canvass 2 Exams and Papers All students must submit all required work to receive a passing grade.

1) 20 Percent: Two double-spaced five-page (5-page) papers (double-spaced, 12 pt font, 1-inch margins, Times New Roman font) on two assigned topics (details will be given below). The papers should incorporate content from the readings and highlight your own thoughts and argumentation. The papers should end with bibliography pages (do not include in the page count). All bibliographic in-text references as well as the bibliography itself should follow ASA style guidelines. Please look these up and know how to use them. The papers should be emailed to me by 5P on the due date. Papers should be named according to the following format: “Class_MemoNumber_Your Last Name_Year_Date” (ex. SOCI340_Paper1_Di_2015_0112). A discussion of the requirements for these papers will occur during the first class. (20% of final grade).

2) 40 percent: Final Paper discussing the relationship of a particular aspect of sociology of immigration or several aspects of sociology of immigration to your own research interests or a grant proposal that argues for a particular research project in the sociology of immigration. This assignment will be broken into three different assignments. A 2-3 page overview of the topic for your final paper is due at 5pm on February 13th (20% of final paper grade, namely 8% of the final grade). An introduction to the paper and annotated outline of 8-10 pages is due at 5pm on March 27th (30% of final paper grade, namely 12% of the final grade). The final paper, which will be between 13-15 pages is due at 5pm on April 19th (50% of the final paper grade, namely 20% of the final grade). More detailed information about the paper assignment and all sub-assignments will be provided during Week 2. All assignments are due at 5pm the day the assignment is due.

3) 10 percent: Giving a presentation on your final paper topic for no more than 10 minutes total. The presentation will occur on April 12th and April 17th. A handout should be handed to me 24 hours before the date of the presentation. More detailed directions will be distributed in Week 12 (April 3rd).

4) 10 percent: Students are expected to come to class having read the week’s readings and to actively participate in the class discussion (10% of final grade). Showing up is not enough, as you will be graded on your participation in the class.

5) 20 percent: There will be a closed-book, timed, in-class exam on the course materials and discussion materials on February 22nd . The exam will last for 1.25 hours. More information on the format of exam questions will be provided in class. 3 Important Dates February 8 at 5P: Short Paper #1 Due

February 13 at 5P: Topic Overview Due February 22: Mid-Term Examination

March 20 at 5p: Short Paper #2 Due March 27 at 5P: Introduction and Annotated Bibliography Due

April 12 and April17: In-Class Paper Presentations April 19 at 5P: Final Paper Due

Summary of Grades Short Paper 1: 10%

Short Paper 2: 10%

Final Paper: 40% Total

• Topic Overview: 20% of the final paper grade (8% of the final grade) • Introduction and Annotated Outline: 30% of the final paper grade (12% of the final grade) • Final Paper: 50% of the final paper grade (20% of the final grade)

Final Presentation: 10% Class Participation: 10%

Take-Home Exam: 20%

Grading Rubric A range. The student demonstrates a strong understanding of the course material, has the ability to appropriately and creatively apply theories in sociology of immigration and raise convincing arguments.

B range. The student demonstrates a moderately strong understanding of the course topics, has the ability to effectively apply sociological methods in actual social problems. The arguments raised in papers have some small flaws. C range. The student demonstrates an acceptable understanding of course topics. Although the student’s approach has flaws, he/she demonstrates moderate skills when applying theories on sociology of immigration in the analysis of research questions. The student submits an acceptable quality of work on course assignments. 4 D-F range. The student demonstrates a minimal understanding of the course topics and struggles with course concepts. The student does not effectively apply theories on sociology of immigration in the analysis of research questions and does not complete all course assignments. If you feel you have not received all the credit you deserve on any given assignment, you may inform the instructor IN WRITING. You must provide a written rationalization/justification of your answer and clearly explain why you think you deserve more points. This is an upper level course and thus not an “easy A” kind of course. However, that said, I do want everyone to do well and the course is not graded on a curve. Even if you are taking this course pass/fail, all assignments must be handed in to receive a grade of “pass.”

Absence and Late Policies Missing class will result in serious repercussions, not only in terms of your grade (10% of your final grade is based on class attendance and participation, meaning that it is not enough to simply show up to class but that you must actively participate in class discussion), but in your understanding of the material as well. Researchers find that the frequency of class attendance correlates with grade performance.

Assigned work that is turned in late on the due date (all assignments are due at the beginning of class) will be penalized 5 percent points. Work that is turned in after the due date will be penalized 10 percentage points per calendar day. Late papers can be emailed to me. Fair warning: All work submitted via email is NOT considered turned in until you get an email from me confirming that I have received it.

Rice Honor Code In this course, all students will be held to the standards of the Rice Honor Code, a code that you pledged to honor when you matriculated at this . If you are unfamiliar with the details of this code and how it is administered, you should consult the Honor System Handbook at http://honor.rice.edu/honor-system-handbook/. This handbook outlines the University's expectations for the integrity of your academic work, the procedures for resolving alleged violations of those expectations, and the rights and responsibilities of students and faculty members throughout the process.

Disability Support Services If you have a documented disability or other condition that may affect academic performance you should: 1) make sure this documentation is on file with Disability Support 5 Services (Allen Center, Room 111 / [email protected] / x5841) to determine the accommodations you need; and 2) talk with me to discuss your accommodation needs.

Syllabus Change Policy This syllabus is only a guide for the course and is subject to change with advanced notice.

Classroom Expectations My expectations of you include the following:

1) I expect that you will give me and your colleagues (and any guest speakers should we have them) your complete attention when you are in the course. This means that you will not sleep, read the newspaper, fiddle with or talk on your cell phone or any other electronic device, check e-mail, text, surf the web or eat during class. Immediately upon entering the classroom, turn off your phone if you have one. Put away your readings for other classes. Don’t pass notes or talk to other students outside of class discussion and group work. Course notes will be passed out at the beginning of the class during most class periods. I would prefer that you not use laptops, readers, ipads, smart phones, etc. during this course but we will have a discussion during the first class regarding student preference on this issue.

2) When another student is speaking, please give that student your undivided attention.

3) It is extremely disruptive when students come to class late, leave early, or start packing up belongings before we are finished. Please do not do this.

4) Come to class prepared and ready to learn. Complete the reading assignments before coming to class. Ask questions in class/answer questions and be sure to participate in discussions.

5) Be respectful of me and of your classmates. Don’t interrupt or talk while someone else is talking. Be as polite as possible.

6) If you have a dispute or grievance about the course, please provide me an outline in writing. I generally do not change student’s grades (except under very specific circumstances) and especially not because of verbal conversations in my office.

7) I want to know how things are going for you in the course. If something is not working, tell me! I value your feedback, and want to make this an enjoyable and challenging learning experience for you. 6 You can expect the following of me:

1) I will be organized and prepared for every class meeting.

2) I will be attentive to your concerns and try my hardest to make the course material interesting, fun, accessible, and useful to your own development as a scholar.

3) I will grade fairly and promptly. Your grade will be based on your performance and not any personal consideration (such as race, gender, class, religion, or whether or not you and I agree or disagree about a particular issue). I will do my best to return assignments within one week after they are turned in.

4) When you are speaking during class or when we meet during our office hours, I will do my very best to give undivided attention.

5) I will stick to the syllabus as closely as possible.

6) As a matter of keeping the classroom a conducive learning environment for each of you and respecting the kind of resources (money, time, otherwise) that you are giving to be here, I will not tolerate inattention or lack of respect or civility directed towards me or towards other students.

7) I know you have other commitments besides this course and consequently I will begin and end class on time.

Course Schedule Tuesday, January 9, 2018: The Importance of Studying Immigration No required readings; Syllabus will be distributed during the first class meeting. Thursday, January 11, 2018: Sociological Approach to Understand Immigration Faist, Thomas. 2016. “Cross-Border Migration and Social Inequalities.” Annual Review of Sociology 42:323.346 Tuesday, January 16, 2018: Immigration and Assimilation Total Pages: 16 pages Alba, Richard and Victor Nee. 2003. Remaking the American Mainstream: Assimilation and Contemporary Immigration. Boston and Cambridge: Harvard University Press. Chapters 1, pp. 1-16. Thursday, January 18, 2018: Assimilation, Integration, or Adaptation Total pages: 7 pages 7 White, Lynn. 2005. “Writes of Passage: Writing an Empirical Journal Article.” Journal of Marriage and the Family 67: 791-798. We will also spend extensive time today discussing the final paper and how to write a research paper on immigration using a sociological approach. Tuesday, January 23, 2018: Changing the Demographic Landscape in the US Total Pages: 56 pages Alba, Richard and Victor Nee. 2003. Remaking the American Mainstream: Assimilation and Contemporary Immigration. Boston and Cambridge: Harvard University Press. Chapters 3, pp. 67-123. Thursday, January 25, 2018: Race, Ethnicity, and Immigration Total Pages: 45 pages Lee, Jennifer, and Frank Bean. 2004. “America’s Changing Color Lines: Immigration, Race/Ethnicity, and Multiracial Identification. Annual Review of Sociology 30: 221-242. Waters, Mary C., and Tomas R. Jimenez. 2005. “Assessing Immigrant Assimilation: New Empirical and Theoretical Challenges.” Annual Review of Sociology 31: 105-125 Tuesday, January 30, 2018: Segmented Assimilation Total pages: 24 pages Portes, Alejandro. 2007. “Migration, Development, and Segmented Assimilation: A Conceptual Review of the Evidence.” Annals of the American Academy of Arts and Sciences 610: 73-97.

Suggested for Further Reading: Menjivar, Cecilia.2006. “Liminal Legality: Salvadoran and Guatemalan Immigrants’ Lives in the United States.” American Journal of Sociology 111(4): 999-1037. Thursday, February 1, 2018: A Review Session This review session is optional. The instructor will provide you with a list of key concepts that we have covered in the class. This list will help you to better prepare the mid-term exam. If you have any questions about the short paper #1, please also feel free to raise them during the review session. Tuesday, February 6, 2018: Citizenship and Immigration Total pages: 16 pages Bloemraad, Irene. 2006. Becoming a Citizen: Incorporating Immigrants and Refugees in the United States and Canada. Berkeley: University of California Press. Introduction. Pp. 1-16. Thursday, February 8, 2018 - NO CLASS *Assignment: Short Paper #1 Due at 5pm on Feb.8th (to [email protected])* 8 Tuesday, February 13, 2018: Gender and Immigration *Paper Topic Overview due February 13 at 5pm (to [email protected])* Total pages: 47 pages Parrado, Emilio A., and Chenoa A. Flippen. 2005. “Migration and Gender among Mexican Women.” American Sociological Review 70(August): 606-632. Paul, Anju Mary. 2015. “Negotiating Migration, Performing Gender.” Social Forces 94(1): 271-293. Thursday, February 15, 2018: Religion, Gender, and Immigration Total pages: 58 pages Ebaugh, Helen Rose, and Janet Saltzman Chafetz. 1999. “Agents for and Structural Change: The Ironic Role of Women in Immigrant Religious Institutions.” Social Forces 78(2): 585-613. Solari, Cinzia. 2006. “Professionals and Saints: How Immigrant Care-workers Negotiate Gender Identities at Work,” Gender and Society 20(3): 301-331. Tuesday, February 20, 2018: The Ethnoracial Hierarchy **Mid-Term Course Evaluation** Total Pages: 45 pages Jiménez, Tomás R., and Adam L. Horowitz. 2013. “When White is Just Alright: How Immigrants Redefine Achievement and Reconfigure the Ethnoracial Hierarchy.” American Sociological Review 78(5): 849-871. Kurien, Prema. 1999. “Gendered Ethnicity: Creating a Hindu Indian Identity in the United States,” American Behavioral Scientist. 42(4): 648-670. Thursday, February 22, 2018: In-Classed Exam Tuesday, February 27, 2018: Economic Adaption Total Pages: 40 pages

Holmes Seth M. 2007. “‘Oaxacans Like to Work Bent Over’: The Naturalization of Social Suffering Among Berry Farm Workers.” International Migration 45(3):39-68. Portes, Alejandro, and Min Zhou. 1996. “Self-Employment and the Earnings of Immigrants.” American Sociological Review 61(April): 219-230. Suggested for Further Readings: 9 Nee, Victor, Jimy M. Sanders, and Scott Sernau. 1994. “Job Transitions in an Immigrant Metropolis: Ethnic Boundaries and the Mixed Economy.” American Sociological Review 59: 849-872. Thursday, March 1, 2018: Immigrants’ Access to Health and Educational Resources Total pages: 72 pages Crosnoe, Robert and Ruth N. López Turley. 2011. “K-12 Educational Outcomes of Immigrant Youth.” The Future of Children 21(1):129-152. Potochnick, Stephanie, and Margarita Mooney. 2015. “The Decade of Immigrant Dispersion and Growth: A Cohort Analysis of Children of Immigrants’ Educational Experiences 1990- 2002.” International Migration Review 49(4): 1001-1041. Holmes, Seth. 2012. “The Clinical Gaze in the Practice of Migrant Health: Mexican Migrants in Holmes 3 the United States.” Social Science & Medicine 74(6):873-881. Suggested for Further Reading: Thomas, Elaine. 2006. “Keeping Identity at a Distance: Explaining France’s New Legal Restrictions on the Islamic Headscarf.” Racial and Ethnic Studies 29(2): 237-259. Holmes, Seth. 2013. Fresh Fruit, Broken Bodies: Migrant Farmworkers in the United States. Berkeley: University of California Press.

Light, Ivan, and Edna Bonacich. 1988. Immigrant Entrepreneurs: Koreans in Los Angeles 1965-1982. Berkeley: University of California Press. Ordonez, Juan Thomas. 2015. Jornalero: Being a Day Laborer in the USA. Berkeley: University of California Press. Tuesday, March 6, 2018: Civic Participation and Immigration Total Pages: 37 pages Ecklund, Elaine Howard. 2006. Korean American Evangelicals: New Models for Civic Life. New York: Oxford University Press. Introduction Pp. 1-16; Chapter 3 Pp.29-50. Thursday, March 8, 2018: Civic Participation through Organizations Total pages: 76 pages de Graauw, Els, Shannon Gleeson, and Irene Bloemraad. 2013."Funding Immigrant Organizations: Suburban Free Riding and Local Civic Presence." American Journal of Sociology 119(1): 75-130. Ecklund, Elaine Howard, Michael Emerson, Celina Davila, and Samuel Kye. 2013. “Motivating Civic Engagement: In-Group versus Out-Group Service Orientations among 10 Mexican Americans in Religious and Nonreligious Organizations.” 74(3):370- 391. Tuesday, March 13, 2018 - NO CLASS Thursday, March 15, 2018 - NO CLASS Tuesday, March 20, 2018: The Concept of “Black”? *Assignment: Short Paper #2 Due at 5pm March 20th (to [email protected])*

Total pages: 21 pages Waters, Mary C., Philip Kasinitz, and Asad L. Asad. 2014. “Immigrants and African Americans.” Annual Review of Sociology 40: 369-390. Thursday, March 22, 2018: Intersectionality and Immigration Total pages: 15 pages Showers, Fumilayo. 2015. “Being Black, Foreign, and Woman: African Immigrant Identities in the United States.” Ethnic and Racial Studies 38 (10): 1815-1830.

Suggested for Further Reading: Waters, Mary C. 1999. Black Identities: West Indian Immigrant Dreams and American Realities. Cambridge: Harvard University Press.

Mooney, Margarita. 2009. Faith Makes Us Live: Surviving and Thriving in the Haitian Diaspora. Berkeley: University of California Press. Pp. 34-104 Tuesday, March 27, 2018: Race or Ethnicity? The Experience of Latino Immigrants *Assignment: Paper Outline and Annotated Bibliography due March 27 at 5pm (to [email protected])*

Total Pages: 51 pages Glenn, David. 2004. “Scholars Cook Up a New Melting Pot: Questioning Old Models of Assimilation, Social Scientists Examine the Experience of Recent Latin American Immigrants,” Chronicle of Higher Education, February 13, 2004, pp. A10-A12 Abraido-Lanza, Ana F., Maria T. Chao, and Karen R. Florez. 2005. “Do Health Behaviors Decline with Greater Acculturation? Implications for the Latino Mortality Paradox,” Social Science and Medicine. 61(6): 1243-1255. Espenshade, Thomas, Mayann Berger. 1998. “Immigration and Public Opinion.” Pp. 365- 403 in Crossings: Mexican Immigration in Interdisciplinary Perspective, edited by Marcelo Suarez Orozoco. Cambridge: DRCLAS/ Harvard University Press. 11 Thursday, March 29, 2018: How Latino Immigrants Change the American Society Total pages: 31 pages Kosamin, Barry A., and Ariela Keyser. 1995. “Party Political Preferences of U.S. Hispanics: The Varying Impact of Religion, Social Class, and Demographic Factors.” Ethnic and Racial Studies 18(2): 336-347. Terriquez, Veronica. 2011. “Schools for Democracy: Labor Union Participation and Latino Immigrant Parents’ School-Based Civic Engagement.” American Sociological Review 76(4): 581-601. Tuesday, April 3, 2018: The Perceived “Model Minority”? Asian Immigrants in the United States Total pages: 43 pages Lee, Jennifer and Min Zhou. 2015. The Asian American Achievement Paradox. New York: Russell Sage Foundation. Chapter 1 and Chapter 2 Thursday, April 5, 2018: Success of Failure? A Continuing Discussion of Asian Immigrants Total pages: 53 pages Ramakrishnan S. Karthick and Thomas J. Espenshade. 2001.“Immigrant Incoporation and Pollitical Participation in the United States.” International Migration Review 35(3):870-909. Lueck, Kerstin. 2017. “Socioeconomic Success of Asian Immigrants in the United States.” Journal of Ethnic and published online. Tuesday, April 10, 2018: Immigration in Europe and Latin America Total pages: 49 pages Foner, Nancy and Richard Alba. 2008. “Immigrant Religion in the U.S. and Western Europe: Bridge or Barrier to Inclusion?” International Migration Review 42(2):360-392. Quijano, Anibal. 2000. “Coloniality of Power and Eurocentrism in Latin America.” International Sociology 15(2):215-232. Suggested for Further Reading: Meuleman, Bart, Eldad Davidov, Jaak Billiet. 2009. “Changing Attitudes Towards Immigration in Europe, 2002-2007: A Dynamic Group Conflict Theory Approach.” Social Science Research 38(2):352-365.

12 Thursday, April 12, 2018: Final Paper Presentation **Assignment: Final Paper Presentation** Tuesday, April 17, 2018: Final Paper Presentation **Assignment: Final Paper Presentation** Thursday, April 19, 2018: What We Know and What is Unknown: The Future of Sociology of Immigration **Assignment: Final Paper Due at 5pm on April 19th (to [email protected])** Total pages: 5 pages Portes, Alejandro, Luis Eduardo Guarnizo, and Patricia Landolt. 2017. “Commentary on the Study of Transnationalism: Pitfalls and Promise of an Emergent Research Field.” Ethnic and Racial Studies 40(9):1486-1491.

13 Sociology Guidelines for Paper Writing All students are required to follow ASA rules for format and style when writing papers for sociology classes. Below we give examples for both in-text citations and the bibliography page. If you have any questions, please ask -- or you can Google “ASA style guide” to find links to several on-line postings that provide additional detail on rules for citing. Fondren library has also posted this guide on its sociology page: http://libguides.rice.edu/content.php?pid=39852&sid=292401 The also have a more general “Research A-Z” page that has good information on the research process, including academic integrity and plagiarism, how to find source material, etc.: http://libguides.rice.edu/researchAZ

A. In-text citations You must cite the original author if you pull in either exact phrases or sentences, or if you use essentially the same ideas, concepts, or research findings -- even if paraphrasing. That is, even if you rewrite the author’s words, you must still cite the original author as the source of the ideas.

• When referencing work in the body of a paper, you must always include (a) the author name, and (b) the year of publication. Example:

In her study of men in “women’s professions,” Williams (1995) demonstrates that men are not disadvantaged by their gender minority status in the same way that women often are in predominantly male workplaces.

• You can also cite multiple authors who draw on the same ideas, who have similar findings on a similar topic. Example: Men in “women’s professions” often feel their masculinity is called into question by outsiders (Williams 1995; Cross and Bagilhole 2002).

• Whenever you draw on a new idea, concept, or finding, you must use internal citations with author’s names and years of publications. However, if you are discussing the same article or author in a series of sentences, you only need to provide a citation the first time. Example: Miller (1997) demonstrates how the military men in her study engage in gender harassment of their women superiors. She illustrates several forms of this gender harassment, including foot-dragging and rumor spreading.

14 Note: In the second sentence, there is no citation for the year, as you provided it in the previous sentence. However, if you discuss Miller later in the paper, you will provide the year again to make clear you are discussing the same article.

• When quoting directly, you must also include the page(s) the quote is found on, and enclose

the quote in parentheses. Example: According to Tran (2002:34), the “way of the way is the way.”

• For citations with four or more authors, use “et al.” rather than list all author names in- text. Example:

Research has documented elevated infant mortality rates among children born to teenage mothers (Jackson et al. 1992).

• Do not use titles of books and articles in your paper, or the author’s first name. Rather, use the author’s last name and internal citations to give the year of the publication. Example: INSTEAD of: Virginia Valian, in her 1999 book Why So Slow: The Advancement of Women, shows that women in professional occupations often advance more slowly than their men counterparts. USE: Valian (1999) shows that women in professional occupations often advance more slowly than their men counterparts.

• Common mistakes you should take care to avoid:

✓ In all of these examples listed above, the period comes AFTER the parentheses, NOT before it. Please remember that the author citation is part of the sentence, so it should be listed before you end the sentence with a period. ✓ Many students use too many direct quotes from a book or journal article. Quotes should be used very sparingly, while paraphrasing from the text should be the norm.

B. Bibliography page A bibliography page lists all sources cited in the paper. The page should follow the basic format of author, year of publication, title of publication, publisher, and if an article, the volume and page numbers. Here are some examples from a sample reference page:

Anderson, Maya. 1978. Ever Heard of Hip Hop? New York: Oxford University Press. Brown, Susan, Amy L. Anderson, and Scott Jones. 2007. “Cohabitation in the United States.” Journal of Marriage and the Family 32(3):111-125. Centers for Disease Control and Prevention. 2006. “Cigarette Use Among High School Students – United States, 1991-2005.” Morbidity and Mortality Weekly Reports 55:724-726.

Cleary, Paul D., Lawrence B. Zaborski, and John Z. Ayanian. 2004. “Sex Differences in Health over the Course of Midlife.” Pp. 37-63 in How Healthy Are We? A National Study of Well-being in Midlife, edited by O.G. Brim, C.D. Ryff, and R.C. Kessler. Chicago: University of Chicago Press.

**Note that all authors after the first author have their first names listed first.

U.S. Census Bureau. 2002. “Hispanics Growing Fast.” Washington, DC: U.S. Department of Commerce. Retreived March 30, 2007. (http://www.census.gov/hispanic.html).

Williams, Genia. 1997. “The Lonely Way.” American Journal of Sociology 42:37-64. Zenia, Genco. 2007. Personal Interview. Conducted April 2, 2007.

**Only include if person gives permission to be cited by name.