Growing Up with the Country

2018 ◽  
Author(s):  
Kendra Taira Field
Keyword(s):  
First Generation ◽  
The United States ◽  
Western Canada ◽  
Growing Up ◽  
Indian Territory ◽  
American Century ◽  
The Great Migration ◽  
Cultural Power ◽  
Series Of Experiments ◽  
Town Building

Growing Up with the Country documents the migration of freedom’s first generation out of the South and into the West after the Civil War. A narrative history, the book traces three of the author’s ancestors and their successive migrations in the half-century after emancipation. Between 1865 and 1915, tens of thousands of former slaves sought freedom through a series of experiments in land ownership, town building, and emigration that spanned the Mississippi delta, Arkansas, Kansas, Indian Territory, Texas, West Africa, western Canada, Mexico, and beyond. Deepening and widening the roots of the Great Migration, the book argues that their lives and choices complicate notions of the quintessential domesticity and “biracialism” of the nadir, revealing instead the deeply transnational and multiracial dimensions of freedom’s first generation. The book shows that Indian Territory and early Oklahoma served as one of the first sites of African-American transnational movement in the postemancipation period, decentering the United States in North American history even at the turn of the “American century.” It illustrates the gradual emergence of American “biracialism” and the painstaking construction of race and nation that undergirded the rise of American economic, political, and cultural power at the turn of the twentieth century. Finally, the book reveals that historical erasure of this multiracial, multinational past depended upon the manipulation of family and kinship.

Growing Up Queer

2018 ◽  
Author(s):  
Mary Robertson
Keyword(s):  
Young People ◽  
First Generation ◽  
The United States ◽  
Growing Up ◽  
Gender Identities ◽  
Intersecting Identities ◽  
And Gender ◽  
A Site ◽  
Teenage Sexuality ◽  
Natural Characteristics

Growing Up Queer explores what it is like being young and lesbian, gay, bisexual, transgender, and/or queer (LGBTQ) in the United States today. Using interviews and ethnographic research conducted at an LGBTQ youth drop-in center, it shows how young people understand their sexual and gender identities, their interest in queer media, and the role that family plays in their lives. The young people who participated in this research are among the first generation to embrace queer identities as kids and teens, and Growing Up Queer shows how both sexual and gender identities are formed through complicated, ambivalent processes, as opposed to the natural characteristics one is born with. In addition to showing how youth understand their identities, Growing Up Queer describes how young people navigate queerness within a culture in which being gay is the “new normal.” Using Sara Ahmed’s concept of queer orientation, it argues that being queer is not just about one’s sexual and/or gender identity but is also understood through intersecting identities including race, class, ability, and more. By showing how society accepts some kinds of LGBTQ-identified people while rejecting others, Growing Up Queer provides evidence of queerness as a site of social inequality. The book moves beyond an oversimplified examination of teenage sexuality and shows, through the voices of young people themselves, the exciting yet complicated terrain of queer adolescence.

Alaska's first American century: the view ahead

Polar Record ◽  
1968 ◽  
Vol 14 (88) ◽  
pp. 3-13
Author(s):  
Terris Moore
Keyword(s):  
The United States ◽  
Western Canada ◽  
American Century ◽  
State Of The Union ◽  
History Of ◽  
Geographical Position ◽  
The One ◽  
The Ancient Chinese ◽  
Political Alignment ◽  
Chinese Empire

Alaska and Canada have recently been celebrating the one hundredth anniversary of those separate events, both occurring in 1867, which gave birth to their modern political alignment.Because of its geographical position, Alaska's history, more than that of any other state of the union, developed in response to international events. Its original Russian occupation, and its acquisition by the United States a century ago, emerge from the history of eastern Siberia, and are related to events in the region of the river Amur, once a part of the ancient Chinese empire. Its purchase also carried with it a boundary dispute merging Alaska's history with that of western Canada.

Henry James, The Outcry, and the Possibilities of Connoisseurship

2020 ◽  
Author(s):  
Margaret Deli
Keyword(s):  
United States ◽  
Social Context ◽  
Henry James ◽  
The United States ◽  
Class Conflict ◽  
Reading Public ◽  
Art Objects ◽  
Cultural Power ◽  
Cultural Hero

Abstract This article reveals Henry James’s commitment to professional connoisseurship as a means of asserting control over a mass reading public. Focusing on The Outcry (1911), James’s last published novel, it demonstrates the author’s deployment of connoisseurial strategies to produce a text that, perhaps surprisingly, turns away from the performance of authorial nuance. A related strand of analysis situates The Outcry within the cultural and social context of the Edwardian art drain, the period of time when a significant number of British-owned art objects were sold to museums and private collectors, most often in the United States. I argue that in this text, James seizes upon the figure of the professional connoisseur as a cultural hero and proxy for the novelist author. At the same time, he makes a point of celebrating and promoting the autocratic power exercised by this figure. Although The Outcry is often disregarded as a simple, even superficial work, these moves articulate a complex manifestation of class conflict, aesthetic training, and cultural power. They simultaneously reflect James’s late-in-life conviction that connoisseurship might itself serve as a literary strategy for seeing and shaping meaning.

Still the American Century

1999 ◽  
Vol 25 (5) ◽  
pp. 271-299 ◽  
Author(s):  
BRUCE CUMINGS
Keyword(s):  
Foreign Policy ◽  
Foreign Relations ◽  
Possible Worlds ◽  
Federal Budget ◽  
The United States ◽  
Surprising Result ◽  
Policy Issues ◽  
American Century ◽  
The Us ◽  
Year 2000

At the inception of the twenty-first century—not to mention the next millennium—books on ‘the American Century’ proliferate monthly, if not daily. We now have The American Century Dictionary, The American Century Thesaurus, and even The American Century Cookbook; perhaps the American Century baseball cap or cologne is not far behind. With one or two exceptions, the authors celebrate the unipolar pre-eminence and comprehensive economic advantage that the United States now enjoys. Surveys of public opinion show that most people agree: the American wave appears to be surging just as the year 2000 beckons. Unemployment and inflation are both at twenty-year lows, sending economists (who say you can't get lows for both at the same time) back to the drawing board. The stock market roars past the magic 10,000 mark, and the monster federal budget deficit of a decade ago miraculously metamorphoses into a surplus that may soon reach upwards of $1 trillion. Meanwhile President William Jefferson Clinton, not long after a humiliating impeachment, is rated in 1999 as the best of all postwar presidents in conducting foreign policy (a dizzying ascent from eighth place in 1994), according to a nationwide poll by the Chicago Council on Foreign Relations. This surprising result might also, of course, bespeak inattention: when asked to name the two or three most important foreign policy issues facing the US, fully 21 per cent of the public couldn't think of one (they answered ‘don't know’), and a mere seven per cent thought foreign policy issues were important to the nation. But who cares, when all is for the best in the best of all possible worlds?

American Legal Thought in Transatlantic Context, 1870-1914

2021 ◽  
Author(s):  
David M. Rabban
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Twentieth Century ◽  
First Generation ◽  
The United States ◽  
Recent Book ◽  
Historical School ◽  
Legal Thought ◽  
Early Twentieth Century ◽  
Sociological Jurisprudence

Most American legal scholars have described their nineteenth-century predecessors as deductive formalists. In my recent book, Law’s History : American Legal Thought and the Transatlantic Turn to History, I demonstrate instead that the first generation of professional legal scholars in the United States, who wrote during the last three decades of the nineteenth century, viewed law as a historically based inductive science. They constituted a distinctive historical school of American jurisprudence that was superseded by the development of sociological jurisprudence in the early twentieth century. This article focuses on the transatlantic context, involving connections between European and American scholars, in which the historical school of American jurisprudence emerged, flourished, and eventually declined.

Assimilation of the Puerto Ricans on the Mainland

1968 ◽  
Vol 2 (2) ◽  
pp. 21-39
Author(s):  
John J. Macisco
Keyword(s):  
United States ◽  
First Generation ◽  
Second Generation ◽  
Puerto Ricans ◽  
The United States ◽  
Social Scientists ◽  
First Marriage ◽  
Labor Force Status ◽  
Age At First Marriage ◽  
First And Second Generation

Social scientists have repeatedly tried to specify the process whereby assimilation takes place. This article points out the value of socio-demographic analysis in the study of assimilation, by describing the characteristics of Puerto Ricans on the United States mainland. In order to assess the direction of change between the first and second generation Puerto Ricans, data for the total United States population are also presented. Most of the data are drawn from the 1960 Census. First generation Puerto Ricans are compared with the second generation along the following dimensions: age, education, labor force status, income, occupation, age at first marriage, percent outgroup marriage and fertility. The Author concludes that second generation Puerto Ricans are moving in the direction of total United States averages.

Immigrant-Origin Students in Community College: How Do They Use Their Time on Campus?

2019 ◽  
Vol 121 (7) ◽  
pp. 1-48
Author(s):  
Edwin Hernandez ◽  
Carola Suárez-Orozco ◽  
Janet Cerda ◽  
Olivia Osei-Twumasi ◽  
Monique Corral ◽  
...  
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Peer Relationships ◽  
First Generation ◽  
Second Generation ◽  
The United States ◽  
Foreign Born ◽  
Grade Point ◽  
Class Time ◽  
Generation Immigrant

Background Immigrant-origin students are the fastest growing new population in community colleges, making up nearly a third of the community college population. To date, little is known about how immigrant-origin students make use of their time on community college campuses. Purpose This study sought to understand in what ways and to what extent immigrant-origin students—defined as first-generation (foreign-born) or second-generation (born in the United States to immigrant parents)—used their out-of-class campus time at three urban community colleges. We examined the following quantitative questions: How much time do students report spending on campus doing what activities? What is the demographic variation in these patterns (according to immigrant generation, ethnicity/race, and gender)? What factors predict how much overall time immigrant-origin students spend on campus? What is the effect of academically productive time spent on campus on grade point average for immigrant-origin students? We also explored the following qualitative questions: What do immigrant-origin community college students say about the time they spend on campus? What insights do they have as to what impedes or facilitates their spending (or not spending) time on campus? Research Design The study proposed a new conceptual framework and employed an embedded sequential explanatory mixed-methods design approach. As part of a survey, participants (N = 644, 54.6% women; M age = 20.2 years; first-generation immigrant n = 213, 33%; second-generation immigrant n = 275, 43%) completed a series of items about the time that they spent on campus and their relationships with their instructors and peers. Qualitative response data were derived from an embedded interview subsample of participants (n = 58). Results Immigrant-origin students reported spending a considerable amount of out-of-class time—an average of 9.2 hours—on campus. Hierarchical regression analyses demonstrated that peer relationships and time spent helping parents or commuting positively predicted the amount of time students spent on campus. Qualitative responses provided further insights into immigrant-origin community college student experiences and provided perspectives on issues contributing to their spending out-of-class time on campus. Conclusions This study has implications for research, practice, and policy, given that immigrant-origin students make considerable use of their campus spaces. Community colleges should strive to nurture positive spaces and design the kind of on-campus programming that will enhance the success of immigrant-origin students. Collectively, these services will not only enhance the experience of immigrant-origin students but also be beneficial to the larger campus community that uses the community college sector as a stepping-stone toward upward social and economic mobility.

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