SPATIAL ASPECTS OF ASSIMILATION PROCESSES OF ETHNIC GROUPS OF EUROPEAN ORIGIN IN THE UNITED STATES AT THE TURN OF THE XX - XXI CENTURIES

2021 ◽  
Author(s):  
Aleksei Denisovich Prokofev ◽  
Dmitry Viktorovich Zhitin
Keyword(s):  
United States ◽  
Ethnic Groups ◽  
The United States ◽  
European Origin

scholarly journals Spatial features of changing ethnic self-identification of US residents of European origin

2019 ◽  
Vol 151 (3) ◽  
pp. 18-40
Author(s):  
D. V. Zhitin ◽  
A. D. Prokofiev
Keyword(s):  
United States ◽  
Ethnic Groups ◽  
Spatial Localization ◽  
The United States ◽  
Ethnic Origin ◽  
Census Bureau ◽  
Important Indicator ◽  
European Origin ◽  
The Us ◽  
European Immigrants

The article is devoted to the analysis of the location of the main ethnic groups of European origin in the United States. Being immigrants descendants, the US population has a different ethnic origin. To date, the majority of US residents are the descendants of European immigrants. On the example of the five most numerous ethnic groups of Americans of European origin — the British, Germans, Irish, French, Italians — the spatial changes of their distribution on the US territory in the period from 1980 to 2015 are considered. The ethnic assimilation processes of various ethnic groups in the American «melting pot» occur with different intensity. But the ethnic identity changing rate depends not only on a particular ethnic group membership, but also on the characteristics of its spatial localization. Among the five ethnic groups in question, over the past 35 years, the number of Americans of English and French origin has fallen most dramatically. The number of «Italians» over the same period has increased by more than 40 %. The appearance in 1990 in the US Census Bureau statistic data a new ethnic category — «Americans», which has a distinct spatial localization, has become an important indicator of the European ethnic groups assimilation process speed and direction in the United States.

Mainstream Flavor: Ethnic Cuisine and Assimilation in the United States

2020 ◽  
Vol 8 (1) ◽  
pp. 64-85
Author(s):  
Anna Boch ◽  
Tomás Jiménez ◽  
Katharina Roesler
Keyword(s):  
United States ◽  
Ethnic Groups ◽  
Cultural Change ◽  
Culture Change ◽  
Contextual Factors ◽  
The United States ◽  
Factors Associated ◽  
Assimilation Process ◽  
Restaurant Reviews ◽  
Mexican Populations

Assimilation theories posit that cultural change is part and parcel of the assimilation process. That change can register in the symbols and practices that individuals invoke as part of an ethnic experience. But cultural change also includes the degree to which the mainstream takes up those symbols and practices as part of its composite culture. We develop a way to examine whether cuisine, an important component of ethnic culture, is part of the mainstream’s composite culture and the contextual factors associated with the presence of ethnic cuisine in the composite culture. We begin with a comparison of 761,444 reviews of Mexican, Italian, Chinese, and American restaurants across the United States from Yelp!, an online customer review platform. We find that reviews of Mexican restaurants mention ethnicity and authenticity much more than reviews of Italian and American restaurants, but less than reviews of Chinese restaurants, suggesting intermediate mainstreaming of Mexican cuisine. We then examine Mexican restaurant reviews in the 82 largest U.S. core-based statistical areas (CBSAs) to uncover the contextual factors associated with Mexican cuisine’s local mainstream presence. We find that Mexican food is less defined in ethnic terms in CBSAs with larger and more culturally distinct Mexican populations and at less-expensive restaurants. We argue that regional versions of the composite culture change as ethnic groups come to define a region demographically and culturally.

scholarly journals Imagining Her Future: Diversity in Mothers’ Socialization Goals for Their Adolescent Daughters

2017 ◽  
Vol 48 (4) ◽  
pp. 593-610 ◽  
Author(s):  
Jennifer Ramirez ◽  
Linda Oshin ◽  
Stephanie Milan
Keyword(s):  
United States ◽  
African American ◽  
Ethnic Groups ◽  
Low Income ◽  
The United States ◽  
Social Traits ◽  
Socialization Goals ◽  
Racial Ethnic ◽  
Q Sort

According to developmental niche theory, members of different cultural and ethnic groups often have distinct ideas about what children need to become well-adapted adults. These beliefs are reflected in parents’ long-term socialization goals for their children. In this study, we test whether specific themes that have been deemed important in literature on diverse families in the United States (e.g., Strong Black Woman [SBW], marianismo, familismo) are evident in mothers’ long-term socialization goals. Participants included 192 mothers of teenage daughters from a low-income city in the United States (58% Latina, 22% African American, and 20% European American [EA]/White). Socialization goals were assessed through a q-sort task on important traits for a woman to possess and content analysis of open-ended responses about what values mothers hoped they would transmit to their daughters as they become adults. Results from ANCOVAs and logistic regression indicate significant racial/ethnic differences on both tasks consistent with hypotheses. On the q-sort task, African American mothers put more importance on women possessing traits such as independence than mothers from other racial/ethnic groups. Similarly, they were more likely to emphasize self-confidence and strength in what they hoped to transmit to their daughters. Contrary to expectation, Latina mothers did not emphasize social traits on the q-sort; however, in open-ended responses, they were more likely to focus on the importance of motherhood, one aspect of marianismo and familismo. Overall, results suggest that these mothers’ long-term socialization goals incorporate culturally relevant values considered important for African American and Latino families.

Curriculum as Colonizer: (Asian) American Education in the Current U.S. Context

2010 ◽  
Vol 112 (12) ◽  
pp. 3102-3138
Author(s):  
A. Lin Goodwin
Keyword(s):  
United States ◽  
No Child Left Behind ◽  
Ethnic Groups ◽  
Asian American ◽  
Culturally Relevant Pedagogy ◽  
Model Minority ◽  
The United States ◽  
American Education ◽  
Left Behind ◽  
Relevant Pedagogy

Background/Context The United States is currently undergoing a period of unprecedented immigration, with the majority of new arrivals coming from Asia and Latin America, not Europe. Asian Americans and Pacific Islanders (APIs) represent the fastest growing racial group in the United States, and schools are again being asked to socialize newcomer students, many of whom are APIs. Yet, even as the United States becomes more racially diverse, the national mindset regarding immigrants and immigration ranges from ambivalent to increasingly (and currently) hostile, and is often contradictory. “American” typically is imagined as “White,” and perceptions of APIs and people of color as “other” remain cemented in our collective psyche. It is this sociohistorical-political context that frames the education and socialization of Asian American citizens, immigrants, and their children. Objective/Focus As APIs are absorbed into the fabric of society, how will they define themselves? How will they be defined? This article begins by deconstructing the social category Asian and Pacific Islander in order to reveal the immense diversity contained under this label. The discussion illuminates both the horizontal diversity of APIs—differences between ethnic groups, and vertical diversity—differences within ethnic groups, to underscore the insufficiency of the API label. Against the diverse backdrop that APIs truly (re)present, (Asian) American education framed by three curricular contexts in the United States—the major reforms of the 2001 No Child Left Behind Act, culturally relevant pedagogy, and the “model minority” mythology—is theorized using postcolonial theory as an analytic lens. The article concludes with thoughts on how APIs can resist domination and what might be sites of resistance in schools or society. Research Design This is an analytic essay that examines both historical and contemporary educational and policy contexts. Conclusions/Recommendations Curriculum, defined not simply as subject matter content and instructional procedures, but as a tool of acculturation and a depository of (U.S.) national and cultural values, has the power to emancipate or colonize. Each of the three curricular contexts in the United States—the major reforms of the No Child Left Behind Act, culturally relevant pedagogy, and the “model minority” mythology—exemplify the role Curriculum plays in defining, silencing, and/or marginalizing APIs. Imagined sites of resistance against Curriculum as colonizer include this very page, where one voice deliberately pushes back against the obfuscation of fixed realities layered onto people of Asian descent in the United States, the reexamination and revision(ing) of teacher preparation curricula, and the larger policy arena.

The Scene of Suffering and Misery Is Beyond Description

2020 ◽  
pp. 27-29
Author(s):  
Susan E. Lindsey
Keyword(s):  
United States ◽  
New York ◽  
Ethnic Groups ◽  
Slave Trade ◽  
The United States ◽  
James Buchanan ◽  
The Village

All was not peaceful in Liberia in the months before the Majors and Harlans (the Majors’ former neighbors from Kentucky) arrived. In a flashback, chapter 5 reveals the violence that awaits the new settlers. Port Cresson is a small settlement established by the New York Colonization Society and the Young Men’s Colonization Society of Pennsylvania. The village, near where the Luna will disembark passengers a year later, is attacked by a group of indigenous warriors in June 1835. In a single horrible night, twenty people—three men, four women, and thirteen children—are slaughtered. Survivors flee to nearby Edina. The slave trade, supported by many of the indigenous ethnic groups, is behind the attack. The vice agent of the colony survives the attack, but he and his wife are done with Liberia and promptly sail for America. Thomas Buchanan, a cousin of James Buchanan who would later become president of the United States, replaces Hankinson as agent.

Agitation in Demented Patients in the United States

1997 ◽  
Vol 8 (S3) ◽  
pp. 487-490 ◽  
Author(s):  
Jacobo E. Mintzer ◽  
Paul Nietert ◽  
Kerri Costa ◽  
L. Randolph Waid
Keyword(s):  
United States ◽  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Ethnic Groups ◽  
The United States ◽  
Behavioral Disturbances ◽  
Dementing Disorders

Alzheimer's disease and other dementing disorders have been reported in most ethnic groups living in the United States. Although the presence of these disorders in different U.S. ethnic groups is well documented, the characteristics of dementing disorders, such as the presence of behavioral disturbances, in these groups remains unexplored.

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