Matthew J. Magee, Lucy Guo, Ami M. Shah, and Hong Liu
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199731190
- eISBN:
- 9780199866465
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199731190.003.0005
- Subject:
- Public Health and Epidemiology, Public Health
Inspired by the Sinai's Improving Community Health Survey (Sinai Survey), the Asian Health Coalition of Illinois (AHCI) and its community partners began implementing a similar local assessment of ...
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Inspired by the Sinai's Improving Community Health Survey (Sinai Survey), the Asian Health Coalition of Illinois (AHCI) and its community partners began implementing a similar local assessment of health in three Asian populations in Chicago. They conducted health surveys in the Chinese, Cambodian, and Vietnamese communities; together these are called the Chicago Asian Community Health Surveys (Asian Surveys). This chapter discusses the background, methods, and key findings to highlight the processes, achievements, and impact of the Asian Survey project.Less
Inspired by the Sinai's Improving Community Health Survey (Sinai Survey), the Asian Health Coalition of Illinois (AHCI) and its community partners began implementing a similar local assessment of health in three Asian populations in Chicago. They conducted health surveys in the Chinese, Cambodian, and Vietnamese communities; together these are called the Chicago Asian Community Health Surveys (Asian Surveys). This chapter discusses the background, methods, and key findings to highlight the processes, achievements, and impact of the Asian Survey project.
Ellen D. Wu
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691157825
- eISBN:
- 9781400848874
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691157825.003.0001
- Subject:
- History, American History: 20th Century
This introductory chapter describes the racial order in twentieth-century America—its evolution, consequences, and significance. Japanese and Chinese Americans, the largest ethnic Asian populations, ...
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This introductory chapter describes the racial order in twentieth-century America—its evolution, consequences, and significance. Japanese and Chinese Americans, the largest ethnic Asian populations, and the two that figured most prominently in the public eye between the 1940s and 1960s, are central to this investigation. Their trajectories unfold separately in order to illuminate their distinct histories. Yet Japanese and Chinese Americans also appear in tandem to emphasize the many parallels that account for their concurrent emergence as model minorities. As a mix of cultural, social, and political history, the chapter highlights how the discursive and the material mattered for Japanese American, Chinese American, and ultimately Asian American identity formation from World War II through the “Cold War civil rights” years.Less
This introductory chapter describes the racial order in twentieth-century America—its evolution, consequences, and significance. Japanese and Chinese Americans, the largest ethnic Asian populations, and the two that figured most prominently in the public eye between the 1940s and 1960s, are central to this investigation. Their trajectories unfold separately in order to illuminate their distinct histories. Yet Japanese and Chinese Americans also appear in tandem to emphasize the many parallels that account for their concurrent emergence as model minorities. As a mix of cultural, social, and political history, the chapter highlights how the discursive and the material mattered for Japanese American, Chinese American, and ultimately Asian American identity formation from World War II through the “Cold War civil rights” years.
Jennifer Hay, Margaret Maclagan, and Elizabeth Gordon
- Published in print:
- 2008
- Published Online:
- March 2012
- ISBN:
- 9780748625291
- eISBN:
- 9780748651542
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748625291.003.0001
- Subject:
- Linguistics, English Language
This chapter discusses the geography, demography, and culture of New Zealand; the arrival of the Maori; the arrival of Europeans; the European settlement of New Zealand; the origins of the early ...
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This chapter discusses the geography, demography, and culture of New Zealand; the arrival of the Maori; the arrival of Europeans; the European settlement of New Zealand; the origins of the early European settlers; the late nineteenth century; New Zealand in the early twentieth century; Maori in the twentieth century; socioeconomic class; the anti-nuclear policy; New Zealand in the twenty-first century; population distribution; the Maori language in New Zealand; Pacific Islanders in New Zealand; the Asian population in New Zealand; and relations with Australia.Less
This chapter discusses the geography, demography, and culture of New Zealand; the arrival of the Maori; the arrival of Europeans; the European settlement of New Zealand; the origins of the early European settlers; the late nineteenth century; New Zealand in the early twentieth century; Maori in the twentieth century; socioeconomic class; the anti-nuclear policy; New Zealand in the twenty-first century; population distribution; the Maori language in New Zealand; Pacific Islanders in New Zealand; the Asian population in New Zealand; and relations with Australia.
Paul R. Smokowski and Martica Bacallao
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814740897
- eISBN:
- 9780814708798
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814740897.001.0001
- Subject:
- Psychology, Social Psychology
Although the United States has always been a nation of immigrants, the recent demographic shifts resulting in burgeoning young Latino and Asian populations have literally changed the face of the ...
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Although the United States has always been a nation of immigrants, the recent demographic shifts resulting in burgeoning young Latino and Asian populations have literally changed the face of the nation. This wave of massive immigration has led to a nationwide struggle with the need to become bicultural, a difficult and sometimes painful process of navigating between ethnic cultures. While some Latino adolescents become alienated and turn to antisocial behavior and substance use, others go on to excel in school, have successful careers, and build healthy families. Drawing on both quantitative and qualitative data ranging from surveys to extensive interviews with immigrant families, this book explores the individual psychology, family dynamics, and societal messages behind bicultural development and sheds light on the factors that lead to positive or negative consequences for immigrant youth. It illuminates how immigrant families, and American communities in general, become bicultural and use their bicultural skills to succeed in their new surroundings. The book concludes by offering a model for intervention with immigrant teens and their families which enhances their bicultural skills.Less
Although the United States has always been a nation of immigrants, the recent demographic shifts resulting in burgeoning young Latino and Asian populations have literally changed the face of the nation. This wave of massive immigration has led to a nationwide struggle with the need to become bicultural, a difficult and sometimes painful process of navigating between ethnic cultures. While some Latino adolescents become alienated and turn to antisocial behavior and substance use, others go on to excel in school, have successful careers, and build healthy families. Drawing on both quantitative and qualitative data ranging from surveys to extensive interviews with immigrant families, this book explores the individual psychology, family dynamics, and societal messages behind bicultural development and sheds light on the factors that lead to positive or negative consequences for immigrant youth. It illuminates how immigrant families, and American communities in general, become bicultural and use their bicultural skills to succeed in their new surroundings. The book concludes by offering a model for intervention with immigrant teens and their families which enhances their bicultural skills.
Martha Minow
- Published in print:
- 2010
- Published Online:
- November 2020
- ISBN:
- 9780195171525
- eISBN:
- 9780197565643
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195171525.003.0005
- Subject:
- Education, History of Education
Brown v. Board of Education established equality as a central commitment of American schools but launched more than a half century of debate over whether students from ...
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Brown v. Board of Education established equality as a central commitment of American schools but launched more than a half century of debate over whether students from different racial, religious, gender, and ethnic backgrounds, and other lines of difference must be taught in the same classrooms. Brown explicitly rejected state-ordered racial segregation, yet neither law nor practice has produced a norm of racially integrated classrooms. Courts restrict modest voluntary efforts to achieve racially mixed schools. Schools in fact are now more racially segregated than they were at the height of the desegregation effort. Talk of this disappointing development dominated the events commemorating the fiftieth anniversary of the Brown decision. Instead of looking at the composition of schools and classrooms, policy-makers measure racial equality in American schooling by efforts to reduce racial differentials in student performance on achievement tests, and those efforts have yielded minimal success. Historians question whether the lawyers litigating Brown undermined social changes already in the works or so narrowed reforms to the focus on schools that they turned away from the pursuit of economic justice. Commentators have even questioned whether the Court’s decision itself ever produced real civil rights reform. Although Brown focused on racial equality, it also inspired social movements to pursue equal schooling beyond racial differences, and it yielded successful legal and policy changes addressing the treatment of students’ language, gender, disability, immigration status, socioeconomic status, religion, and sexual orientation. These developments are themselves still news, inadequately acknowledged and appreciated as another key legacy of Brown. Yet here, too, judges, legislators, school officials, experts, and parents disagree over whether and when equality calls for teaching together, in the same classrooms, students who are or who are perceived to be different from one another. Parents and educators have at times pushed for separate instruction and at times for instructing different students side by side. As the twenty-first century proceeds, equality in law and policy in the United States increasingly calls for mixing English-language learners with English-speaking students and disabled with non-disabled students, but students’ residential segregation and school assignments often produce schools and classrooms divided along lines of race, ethnicity, and socio-economic class.
Less
Brown v. Board of Education established equality as a central commitment of American schools but launched more than a half century of debate over whether students from different racial, religious, gender, and ethnic backgrounds, and other lines of difference must be taught in the same classrooms. Brown explicitly rejected state-ordered racial segregation, yet neither law nor practice has produced a norm of racially integrated classrooms. Courts restrict modest voluntary efforts to achieve racially mixed schools. Schools in fact are now more racially segregated than they were at the height of the desegregation effort. Talk of this disappointing development dominated the events commemorating the fiftieth anniversary of the Brown decision. Instead of looking at the composition of schools and classrooms, policy-makers measure racial equality in American schooling by efforts to reduce racial differentials in student performance on achievement tests, and those efforts have yielded minimal success. Historians question whether the lawyers litigating Brown undermined social changes already in the works or so narrowed reforms to the focus on schools that they turned away from the pursuit of economic justice. Commentators have even questioned whether the Court’s decision itself ever produced real civil rights reform. Although Brown focused on racial equality, it also inspired social movements to pursue equal schooling beyond racial differences, and it yielded successful legal and policy changes addressing the treatment of students’ language, gender, disability, immigration status, socioeconomic status, religion, and sexual orientation. These developments are themselves still news, inadequately acknowledged and appreciated as another key legacy of Brown. Yet here, too, judges, legislators, school officials, experts, and parents disagree over whether and when equality calls for teaching together, in the same classrooms, students who are or who are perceived to be different from one another. Parents and educators have at times pushed for separate instruction and at times for instructing different students side by side. As the twenty-first century proceeds, equality in law and policy in the United States increasingly calls for mixing English-language learners with English-speaking students and disabled with non-disabled students, but students’ residential segregation and school assignments often produce schools and classrooms divided along lines of race, ethnicity, and socio-economic class.