scholarly journals Children of Immigrants in Schools in New York and Amsterdam: The Factors Shaping Attainment

2009 ◽  
Vol 111 (6) ◽  
pp. 1476-1507
Author(s):  
Maurice Crul ◽  
Jennifer Holdaway
Keyword(s):  
United States ◽  
New York ◽  
The Netherlands ◽  
Second Generation ◽  
Immigrant Students ◽  
Research Question ◽  
The United States ◽  
Children Of Immigrants ◽  
Educational Systems ◽  
Educational Trajectories

Background/Context This article considers the ways in which school systems in New York City and Amsterdam have shaped the educational trajectories of two groups of relatively dis-advantaged immigrant youth: the children of Dominican immigrants in New York and the children of Moroccan immigrants in Amsterdam. It describes the salient features of the two educational systems and the ways in which they structure opportunity for children of immigrants. In terms of public policy, the United States and the Netherlands have taken quite different approaches toward the integration of immigrant students: The Netherlands actively seeks to integrate students and provides additional funds and special programs, whereas the United States has taken a more laissez-faire approach. Purpose/Objective/Research Question/Focus of Study The article analyses available data on young second-generation Moroccan and Dominican youth and their school careers in two cities: New York and Amsterdam. It aims to look at the influence of institutional arrangements and the way that the educational system facilitates or hampers the educational integration of two highly disadvantaged groups. Research Design The article is based on available data on the Moroccan population in Amsterdam and the Dominican population in New York. This includes primarily the Dutch SPVA surveys and other local Amsterdam studies, and the Immigrant Second-Generation in Metropolitan New York (ISGMNY) study. Conclusions/Recommendations Both Moroccans in Amsterdam and Dominicans in New York show relatively low levels of educational attainment. Drawing on data from a number of studies of Moroccans in Amsterdam and on the ISGMNY study, the article shows that although differently structured, neither school system does an adequate job of serving disadvantaged immigrant students. It is interesting, however, that opportunities and impediments for the two groups are shaped differently and appear at different times in the school career. Successful practices in both countries show how extra investment of resources can increase equality of opportunity.

The Children of Immigrants and Host-Society Educational Systems: Mexicans in the United States and North Africans in France

2009 ◽  
Vol 111 (6) ◽  
pp. 1444-1475 ◽  
Author(s):  
Richard Alba ◽  
Roxane Silberman
Keyword(s):  
United States ◽  
Mexican Immigrants ◽  
Research Question ◽  
Educational Experiences ◽  
The United States ◽  
Children Of Immigrants ◽  
Educational Systems ◽  
Wage Labor ◽  
Labor Migrants ◽  
Two Systems

Background/Context The educational fate of the children of low-wage immigrants is a salient issue in all the economically developed societies that have received major immigration flows since the 1950s. The article considers the way in which educational systems in the two countries structure the educational experiences and shape the opportunities of the children of immigrants. Purpose/Objective/Research Question/Focus of Study This article examines the educational experiences of the children of Mexican immigrants in the United States and of North African immigrants in France. Both groups are low-wage labor migrants with low educational attainment relative to the native born. Research Design The article uses data from the U.S. Census and the 2003 Formation Qualification Professionelle Survey in France, as well as analysis of other research on the two countries, to compare educational processes and attainment for the two groups. Conclusions/Recommendations The comparison of the two systems shows that although the French and U.S. educational systems differ in many ways, the outcomes are in fact quite similar. In both systems, the children of low-wage labor migrants are tracked into the low streams of the educational hierarchy and have lower attainment than their native-born peers. At the same time, in both countries, a small percentage of children of immigrants do manage to succeed. The authors conclude that despite apparent differences between the two systems, residential segregation and educational tracking produce these similar outcomes, which also reflect the determination of native-born middle-class parents to preserve their privileged status and to thwart efforts to make the educational system more open.

scholarly journals Ethnic and Racial Identities of Second-Generation Black Immigrants in New York City

1994 ◽  
Vol 28 (4) ◽  
pp. 795-820 ◽  
Author(s):  
Mary C. Waters
Keyword(s):  
United States ◽  
New York ◽  
New York City ◽  
York City ◽  
Second Generation ◽  
The United States ◽  
Ethnic Identities ◽  
Black American ◽  
Race And Class ◽  
Origin Identity

This article explores the types of racial and ethnic identities adopted by a sample of 83 adolescent second-generation West Indian and Haitian Americans in New York City. The subjective understandings these youngsters have of being American, of being black American, and of their ethnic identities are described and contrasted with the identities and reactions of first-generation immigrants from the same countries. Three types of identities are evident among the second generation – a black American identity, an ethnic or hyphenated national origin identity, and an immigrant identity. These different identities are related to different perceptions and understandings of race relations and of opportunities in the United States. Those youngsters who identify as black Americans tend to see more racial discrimination and limits to opportunities for blacks in the United States. Those who identify as ethnic West Indians tend to see more opportunities and rewards for individual effort and initiative. I suggest that assimilation to America for the second-generation black immigrant is complicated by race and class and their interaction, with upwardly mobile second-generation youngsters maintaining ethnic ties to their parents’ national origins and with poor inner city youngsters assimilating to the black American peer culture that surrounds them.

Second-Generation Contextual Mobility: Neighborhood Attainment from Birth to Young Adulthood in the United States

2019 ◽  
Vol 54 (2) ◽  
pp. 356-387 ◽  
Author(s):  
Van C. Tran
Keyword(s):  
United States ◽  
New York ◽  
Longitudinal Data ◽  
Life Course ◽  
Young Adulthood ◽  
Second Generation ◽  
The United States ◽  
Neighborhood Context ◽  
The Life Course ◽  
Over Time

This article examines trajectories of neighborhood mobility for the post-1965 second generation in the United States. It advances the concept of second-generation contextual mobility, defined as the change in neighborhood context over the life course among the second generation. This analysis uses unique geocoded longitudinal data over three decades to documents patterns of second-generation neighborhood attainment. Compared to US blacks, the second generation has achieved significant contextual mobility both over time and across generations. Specifically, the second generation in this New York sample lived in better neighborhoods in young adulthood compared to birth neighborhood where their parents once lived. Most groups moved away from the most disadvantaged areas, with the exception of Dominicans. While the second generation has yet to achieve neighborhood parity with US whites, they have already surpassed US blacks in neighborhood attainment. Second-generation contextual mobility is thus an important, but missing, piece in established accounts of neighborhood mobility in the United States.

scholarly journals Enforcing annulled arbitral awards

2018 ◽  
Vol 39 (1) ◽  
pp. 215-240
Author(s):  
Vesna Lazić-Smoljanić
Keyword(s):  
United States ◽  
New York ◽  
The Netherlands ◽  
The United States ◽  
The Us ◽  
Recognition And Enforcement ◽  
The Difference ◽  
New York Convention ◽  
Dutch Supreme ◽  
Judgment Setting

This contribution examines the procedural aspects of the enforcement of arbitral awards that were set aside in the jurisdiction where they were rendered. It focuses on recent cases in the United States and the Netherlands, which adopted a different line of reasoning than the approach taken by French judiciary many years ago. According to the latter, an arbitral award set aside in the ‘country of origin’ may be enforced in France in reliance on national law. Namely, French law on enforcement is more favourable than the 1958 New York Convention on the Recognition and Enforcement of Foreign Arbitral. The courts in the United States and in the Netherlands in recent cases have taken a different approach. They examine the judgment setting aside the award and ignore the effects of the annulment in certain circumstances. Even though there are some common denominators, there are substantial differences between the line of reasoning of the courts in the US and the Netherlands. They remain distinct although a more recent decision of the Dutch Supreme Court emphasises an exceptional nature of such enforcement so that the difference between the two approaches may seem somewhat mitigated. However, a closer look reveals that substantial discrepancies between the courts in these two jurisdictions have remained. The article provides for a critical view on the enforcement of annulled arbitral awards in general. In particular, it points to drawbacks of variety of unilateral approaches amongst various jurisdictions. Additionally, it suggests the development of internationally accepted standards for the sake of legal certainty and predictability of arbitration, should the acceptance of the enforcement of annulled arbitral appear a majority view amongst academics and arbitration practitioners. 

scholarly journals Immigrant Gnosis: Making Work in the United States

post(s) ◽  
2021 ◽  
Vol 7 ◽  
pp. 180-207
Author(s):  
Andrea Alvarez
Keyword(s):  
United States ◽  
New York ◽  
Second Generation ◽  
Country Of Origin ◽  
The United States ◽  
Art Gallery ◽  
Generation Immigrant ◽  
Present Context ◽  
Historical References

This essay proposes a reflection on the curatorial work I did for the exhibition Comunidades Visibles: The Materiality of Migration, exhibited between February and May 2021, at the Albright-Knox Art Gallery, in Buffalo, New York. The exhibition brought together artworks by first- or second-generation immigrant Latinx artists. Each combines materials and techniques from their country of origin, from other colonized places, or from their present context with everyday or art historical references.

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