Entrepreneurship in Ethnic Enterprises: The Making of New Immigrant Businesses in New York

Research on ethnic entrepreneurship has generated substantial literature on the development of ethnic businesses among different immigrant groups in North America. Such studies tend to focus on the emergence of immigrant entrepreneurship among earlier immigrant groups by highlighting either the group characteristics or the opportunity structure. Existing studies also tend to overlook the importance of innovation in immigrants’ small businesses due to the marginality of immigrant businesses. Thus, there is a dearth of research on new immigrant communities in the USA that illuminates immigrants’ innovative practices. Drawing on the experiences of 50 Bangladeshi entrepreneurs in New York, this research examined how this emerging immigrant group transformed into immigrant entrepreneurs through the investigation of their innovative practices in small business. This paper determined that immigrant entrepreneurs are embedded within the dynamics of the immigration trajectory and the broader context of American society. Although these new immigrants were driven towards the lower end of the economy, this study found that innovations have expanded the breadth and depth of their businesses and made their businesses different and rewarding.

Latinx immigrants raising children in the land of the free: Parenting in the context of persecution and fear

Anti-immigrant rhetoric generated by the sociopolitical climate under the current U.S. presidential administration has exacerbated the fear of deportation and family separation within the unauthorized Latinx community. Consequently, millions of families, including U.S. citizen children living in mixed-status households, are experiencing stressful environments as they adapt and respond to their social context. This study explored how harsh immigration discourse impacts mixed-status families living in a new-immigrant destination. Twenty-two unauthorized mothers participated in semi-structured interviews regarding their experiences as immigrants raising children in the U.S. Two main themes arose from this analysis: (1) ever-present fear and stress and (2) obeying the law and avoiding others. Parents explained how they had been living in fear since the elections took place, and the different scenarios they had to prepare for in case of deportation. Moreover, some parents choose to minimize conversations around incidents happening in their community to avoid additional stress for children, whereas others addressed children’s concerns to reassure them and placate their apprehension. Participants also reported avoiding unnecessary trips outside of the home to prevent interactions with others, especially law enforcement. These results provide important insights regarding the experiences of unauthorized Latinx immigrant parents in the context of sociopolitical adversity. Due to the limited resources often available in new immigrant destinations, social workers must leverage their networks to support families undergoing difficult transitions with special attention to altered family structures and parenting practices. As unauthorized parents attempt to withstand the double burden of basic survival and effective parenting, it is imperative that practitioners provide tools for parents to effectively engage with their children to sustain healthy environments.

Beyond Receptivity: Exploring the Role of Identity in Educators’ Orientation Toward Newcomers in a New Immigrant Destination

Research on education in new immigrant destinations has highlighted the importance of educators’ professional missions and expertise in shaping their receptivity toward newcomers. Less attention has been given to how educators’ social identities, especially in relation to newcomers, influence how they perceive their role in serving the population. Drawing on the theory of representative bureaucracy, this qualitative study explores how educators’ social identities shaped their identification with and orientation toward addressing the needs of immigrant-origin English learners in one new-destination high school. Results indicate that educators framed their orientation toward serving the population as a moral imperative, a professional responsibility, or a legal obligation. These orientations influenced how educators perceived their role in addressing newcomers’ needs. This study offers implications for educational practice and provides avenues for future research on education in new immigrant destinations.

CULTURALLY RESPONSIVE TEACHING FOR THE CHILDREN OF NEW IMMIGRANTS IN TAIWAN: PERSPECTIVES OF NEW IMMIGRANT PARENTS

International marriages have increased the population of new immigrants in Taiwan. Most Taiwanese educators are unaware of the expectations of the new immigrant parents. This ethnographic research explored whether Taiwanese primary school teachers implemented culturally responsive teaching to help the children of new immigrants become academically accomplished from the perspectives of the new immigrant parents. The findings indicated that most Taiwanese primary school teachers were aware of the challenges the children of new immigrants faced but culturally responsive teaching approaches were rarely implemented in any meaningful way, and that Taiwan still lacked effective communication styles, multicultural curriculum design and culturally congruent teaching. While most Taiwanese teachers recognized cultural differences, they failed to pursue measures to achieve educational equity. The new challenges and relevant issues are discussed. Keywords: culturally responsive teaching, ethnographic research, international marriages, primary school teachers