The views and opinions expressed on this site and blog posts (excluding comments on blog posts left by others) are entirely my own and do not represent those of any employer or organization with whom I am currently or previously have been associated.
Academic Version: Applying my personal experiences and academic research as a professor of Sociology and Asian American Studies to provide a more complete understanding of political, economic, and cultural issues and current events related to American race relations, and Asia/Asian America in particular.
Plain English: Trying to put my Ph.D. to good use.
Below is a solicitation for respondents for an online survey about parenting practices among Asian American fathers. As always, the announcement is provided for informational purposes and does not necessarily imply an endorsement of the research study being conducted.
My name is Zuzanna Molenda-Kostanski and I am a doctoral student in the Counseling Psychology Ph.D. program in the Department of Professional Psychology and Family Therapy at Seton Hall University. I am interested in gaining a better understanding of the experiences of Asian American men as fathers by exploring how certain factors, including acculturation, gender-role conflict and parenting self-efficacy may impact father’s involvement with children. I would like to invite you to participate in my study.
The study consists of a survey that is quick and easy to fill out. You can complete it online at your own convenience, and it may take approximately 15 minutes to complete.
Participation in this study is completely voluntary and anonymous. The survey will not ask you for any identifying information about you and you are free to withdraw at any time. Additionally, any information gathered from the study will be kept on a USB memory key and stored in a locked secure office that will only be accessible to myself and my research advisor, Dr. Laura Palmer.
If you are at least 18 years old and are willing to participate in this study please click on the following link: https://shucehs.co1.qualtrics.com/SE/?SID=SV_5uJYdeSa6QVoVrn
Your consent to participate in the study is indicated by clicking on the link and completing the survey. The survey will be running between August 2015 and January 2016.
If you have any questions about the study please feel free to contact me or my research adviser using the contact information provided below. This study has been approved by the Seton Hall University Institutional Review Board.
Thank you for your time and consideration of your participation in my study.
Zuzanna Molenda-Kostanski, M.A.
Counseling Psychology PhD Program
Seton Hall University
Zuzanna.molendakostanski@student.shu.edu
Laura Palmer, Ph.D.
Counseling Psychology PhD Program Seton Hall University
psych@drlaurapalmer.org
Mary F. Ruzicka, Ph.D.
Director of Institutional Review Board
Seton Hall University
Mary.Ruzicka@shu.edu
For my readers who like (or are brave enough) to keep on top of the latest sociological research on immigration, assimilation, and the adaptation of second generation Asian Americans and Latino Americans, the Journal of Ethnic and Migration Studies (2009, Volume 35 Issue 7) has just released a special issue that they’ve titled, “Local Contexts and the Prospects for the US Second Generation.”
Unfortunately, if you’re not in academics, you’re unlikely to find this journal in your local public library, only in college libraries. Below are the citations and abstracts for each of the articles contained in the issue:
Local Contexts of Immigrant and Second-Generation Integration in the United States
Authors: Mark Ellis and Gunnar Almgren
Pages 1059 – 1076
Abstract: Our paper introduces this special issue of JEMS on the role of the local context in immigrant and second-generation integration in the United States. Recent literature has argued that national contexts are important for understanding the integration of immigrants and their descendents. The articles in this issue make the case that local contexts, broadly defined at any sub-national scale, are also important for understanding integration within the US; they suggest that it is incorrect to think of a singular and spatially undifferentiated integration process for US immigrants. In addition to previewing the contents of the articles in this issue, our paper includes a review of the meaning of generations and integration and a general discussion of the roles of local contexts in mediating processes of integration. This discussion raises questions about the appropriate spatial scale for the analysis of integration and for comparisons of the integration experience across contexts. The paper concludes with suggestions for future research on local contexts of integration within the US.
The Adaptation of the Immigrant Second Generation in America: A Theoretical Overview and Recent Evidence
Authors: Alejandro Portes, Patricia Fernandez-Kelly, and William Haller
Pages 1077 – 1104
Abstract: This paper summarizes a research programme on the new immigrant second generation initiated in the early 1990s and completed in 2006. The four field waves of the Children of Immigrants Longitudinal Study (CILS) are described and the main theoretical models emerging from it are presented and graphically summarized. After considering critical views of this theory, we present the most recent results from this longitudinal research programme in the form of quantitative models predicting downward assimilation in early adulthood and qualitative interviews identifying ways for the disadvantaged children of immigrants to escape it. Quantitative results strongly support the predicted effects of exogenous variables identified by segmented assimilation theory and identify the intervening factors during adolescence that mediate their influence on adult outcomes. Qualitative evidence gathered during the last stage of the study points to three factors that can lead to exceptional educational achievement among disadvantaged youths, and which indicate the positive influence of selective acculturation. Finally, the implications of these findings for theory and policy are discussed.
Emerging Contexts of Second-Generation Labor Markets in the United States
Author: Jamie Goodwin-White
Pages 1105 – 1128
Abstract: In this paper I examine how local labor market contexts matter for the Hispanic adult children of immigrants in the United States. Specifically, I consider how these workers fit into ethnic divisions of labour in five metropolitan areas: the traditional immigrant cities of Los Angeles, New York and Chicago, and the newer immigrant gateways of Atlanta and Phoenix. I focus on the changing economies of these cities in the 1990s, and how industrial changes affect the jobs and relative wages available to immigrants and their adult children. I also examine the extent to which the adult children of immigrants are occupationally clustered in ‘immigrant jobs’. Intergenerational occupational shifts vary by metropolitan area, but are heavily gendered across all of them. I also discuss the interactions of other scales of context, since state and national-level legislation, local organizing efforts and internal migration all shape the settings within which the children of immigrants come of age.
Immigrants and Neighborhoods of Concentrated Poverty: Assimilation or Stagnation?
Author: Paul A. Jargowsky
Pages 1129 – 1151
Abstract: Immigrants in the United States often live, at least for a time, in neighborhoods that have high concentrations of fellow immigrants. Typically, these neighborhoods also have high poverty levels and are located near concentrations of the native-born poor. Conventional wisdom is that living in extremely poor neighborhoods leads to ‘concentration effects’ that exacerbate the problems of poverty and limit economic opportunity. While immigrants are not immune to the problems of crime, gangs, dilapidated housing and failing schools associated with high-poverty neighborhoods, it has been argued that immigrant neighborhoods provide advantages as well. These include the creation of parallel institutions, vernacular information networks and familiar cultural practices. The analyses presented here provide some support for this notion, by showing immigrants’ progress from higher- to lower-poverty neighborhoods over time. Yet Mexican immigrants do not transition nearly as rapidly, providing support for the segmented assimilation hypothesis
How Neighborhoods Matter for Immigrant Children: The Formation of Educational Resources in Chinatown, Koreatown and Pico Union, Los Angeles
Author: Min Zhou
Pages 1153 – 1179
Abstract: This study examines the specific ways in which local institutions in inner-city neighborhoods affect the formation of educational resources for immigrant children. Local institutions here refer to observable neighborhood-based formal and informal organizations. Based on an ethnographic study of three Los Angeles immigrant neighborhoods—Chinatown, Koreatown and Pico Union (Mexican/Central American neighborhood)—I address two main questions. What types of institution exist at the local level, and how does ethnicity shape them? How do local institutions interact with one another to create tangible and intangible resources conducive to education, and how does ethnicity affect access to these resources? My findings suggest that the social structures of immigrant neighborhoods vary due to group-specific modes of incorporation, immigration histories and the host society’s reception; that community organising at the local level centers around certain common parameters in which co-ethnicity is a crucial component; and that neighborhood-based educational resources are available but the access is unequal and ethnically exclusive.
The Neighbourhood Context for Second-Generation Education and Labour Market Outcomes in New York
Authors: John Mollenkopf and Ana Champeny
Pages 1181 – 1199
Abstract: While using a transnational optic to study first-generation immigrants is now widely accepted, most scholars assume that the same approach is not necessary when studying migrants’ children. They claim that, while immigrants might be involved in the economic, political and religious life of their homelands, their children are unlikely to follow suit. In this paper I argue against summarily dismissing the power of being raised in a transnational social field. When children are brought up in households that are regularly influenced by people, objects, practices and know-how from their ancestral homes, they are socialized into its norms and values and they learn how to negotiate its institutions. They also form part of strong social networks. While not all members of the second generation will access these resources, they have the social skills and competencies to do so, if and when they choose. Capturing these dynamics, and tracking how they change over time, requires long-term ethnographic research in the source and destination countries.
The Political Impact of the New Hispanic Second Generation
Authors: John R. Logan, Sookhee Oh, and Jennifer Darrah
Pages 1201 – 1223
Abstract: The rapid growth of the Hispanic population in the United States, particularly those of the second generation, who have automatic rights of citizenship, could be expected to result in increased influence and representation in politics for this group. We show that the effect of a sheer growth in numbers at the national level is diminished by several factors: low probabilities of naturalization by Hispanic immigrants; non-participation in voting, especially by the US-born generations; and concentration of growth in Congressional Districts that already have Hispanic Representatives. It is a challenge for public policy to reduce the lag between population growth and political representation.
Roots and Routes: Understanding the Lives of the Second Generation Transnationally
Author: Peggy Levitt
Pages 1225 – 1242
Abstract: While using a transnational optic to study first-generation immigrants is now widely accepted, most scholars assume that the same approach is not necessary when studying migrants’ children. They claim that, while immigrants might be involved in the economic, political and religious life of their homelands, their children are unlikely to follow suit. In this paper I argue against summarily dismissing the power of being raised in a transnational social field. When children are brought up in households that are regularly influenced by people, objects, practices and know-how from their ancestral homes, they are socialised into its norms and values and they learn how to negotiate its institutions. They also form part of strong social networks. While not all members of the second generation will access these resources, they have the social skills and competencies to do so, if and when they choose. Capturing these dynamics, and tracking how they change over time, requires long-term ethnographic research in the source and destination countries.
