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Karim Amherst College ASSIMILATION, IMMIGRATION AND CULTURAL CHANGE"> 19 <title>Week 10 Black Immigrants in America</title> 20 <meta name="apple-mobile-web-app-capable" content="yes"> 21 <meta name="apple-mobile-web-app-status-bar-style" content="black-translucent"> 22 <meta name="viewport" content="width=device-width, initial-scale=1.0, maximum-scale=1.0, user-scalable=no, minimal-ui"> 23 <link rel="stylesheet" href="index_files/libs/revealjs/dist/reset.css"> 24 <link rel="stylesheet" href="index_files/libs/revealjs/dist/reveal.css"> 25 <style> 26 code{white-space: pre-wrap;} 27 span.smallcaps{font-variant: small-caps;} 28 div.columns{display: flex; gap: min(4vw, 1.5em);} 29 div.column{flex: auto; overflow-x: auto;} 30 div.hanging-indent{margin-left: 1.5em; text-indent: -1.5em;} 31 ul.task-list{list-style: none;} 32 ul.task-list li input[type="checkbox"] { 33 width: 0.8em; 34 margin: 0 0.8em 0.2em -1em; /* quarto-specific, see https://github.com/quarto-dev/quarto-cli/issues/4556 */ 35 vertical-align: middle; 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Karim <br><span style="font-size: 80%; color:#9c9c9c;"><em>Amherst College</em></span><br><br><a href="https://www.sakeefkarim.com"><svg aria-hidden="true" role="img" viewbox="0 0 512 512" style="height:1em;width:1em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#5d3c85;overflow:visible;position:relative;"><path d="M352 256c0 22.2-1.2 43.6-3.3 64H163.3c-2.2-20.4-3.3-41.8-3.3-64s1.2-43.6 3.3-64H348.7c2.2 20.4 3.3 41.8 3.3 64zm28.8-64H503.9c5.3 20.5 8.1 41.9 8.1 64s-2.8 43.5-8.1 64H380.8c2.1-20.6 3.2-42 3.2-64s-1.1-43.4-3.2-64zm112.6-32H376.7c-10-63.9-29.8-117.4-55.3-151.6c78.3 20.7 142 77.5 171.9 151.6zm-149.1 0H167.7c6.1-36.4 15.5-68.6 27-94.7c10.5-23.6 22.2-40.7 33.5-51.5C239.4 3.2 248.7 0 256 0s16.6 3.2 27.8 13.8c11.3 10.8 23 27.9 33.5 51.5c11.6 26 20.9 58.2 27 94.7zm-209 0H18.6C48.6 85.9 112.2 29.1 190.6 8.4C165.1 42.6 145.3 96.1 135.3 160zM8.1 192H131.2c-2.1 20.6-3.2 42-3.2 64s1.1 43.4 3.2 64H8.1C2.8 299.5 0 278.1 0 256s2.8-43.5 8.1-64zM194.7 446.6c-11.6-26-20.9-58.2-27-94.6H344.3c-6.1 36.4-15.5 68.6-27 94.6c-10.5 23.6-22.2 40.7-33.5 51.5C272.6 508.8 263.3 512 256 512s-16.6-3.2-27.8-13.8c-11.3-10.8-23-27.9-33.5-51.5zM135.3 352c10 63.9 29.8 117.4 55.3 151.6C112.2 482.9 48.6 426.1 18.6 352H135.3zm358.1 0c-30 74.1-93.6 130.9-171.9 151.6c25.5-34.2 45.2-87.7 55.3-151.6H493.4z"></path></svg></a> <a href="mailto:[email protected]"><svg aria-hidden="true" role="img" viewbox="0 0 512 512" style="height:1em;width:1em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#5d3c85;overflow:visible;position:relative;"><path d="M48 64C21.5 64 0 85.5 0 112c0 15.1 7.1 29.3 19.2 38.4L236.8 313.6c11.4 8.5 27 8.5 38.4 0L492.8 150.4c12.1-9.1 19.2-23.3 19.2-38.4c0-26.5-21.5-48-48-48H48zM0 176V384c0 35.3 28.7 64 64 64H448c35.3 0 64-28.7 64-64V176L294.4 339.2c-22.8 17.1-54 17.1-76.8 0L0 176z"></path></svg></a> <br> <span style="font-size: 55%; font-family: Red Hat Display; color:#9c9c9c;">ASSIMILATION, IMMIGRATION AND CULTURAL CHANGE</span> 369</div> 370</div> 371</div> 372 373</section> 374<section> 375<section id="lecture-i-november-4th" class="title-slide slide level1 center" data-background-color="#43464B"> 376<h1>Lecture I: November 4<span style="font-size: 60%;"><sup>th</sup></span></h1> 377 378</section> 379<section id="a-quick-reminder" class="slide level2"> 380<h2>A Quick Reminder</h2> 381<p><br></p> 382<div class="callout callout-important callout-titled callout-style-default"> 383<div class="callout-body"> 384<div class="callout-title"> 385<div class="callout-icon-container"> 386<i class="callout-icon"></i> 387</div> 388<p><strong>Response Memo Deadline</strong></p> 389</div> 390<div class="callout-content"> 391<p>Your seventh response memoâwhich <em>has</em> to be between <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong>250-400</strong></span> words and posted on our <a href="https://moodle.amherst.edu/mod/forum/view.php?id=891035" class="external" target="_blank">Moodle Discussion Board</a>âis due by <span style="font-family: Fira Code; font-size: 85%;">8:00 PM</span> today.</p> 392</div> 393</div> 394</div> 395</section> 396<section id="a-quick-reminder-1" class="slide level2"> 397<h2>A Quick Reminder</h2> 398<h4 id="final-paper-proposal"><span style="color:#a9a9a9;">Final Paper Proposal</span></h4> 399<div class="callout callout-important callout-titled callout-style-default"> 400<div class="callout-body"> 401<div class="callout-title"> 402<div class="callout-icon-container"> 403<i class="callout-icon"></i> 404</div> 405<p><strong>Final Paper Proposal Deadline</strong></p> 406</div> 407<div class="callout-content"> 408<div style="text-align: center;"> 409<p>Your final paper proposals are due by <span style="color: white; background-color: #5d3c85; padding: 13px 5px;">
4098:00 PM on Friday, November 22<sup>nd</sup></span>.</p> 410</div> 411</div> 412</div> 413</div> 414</section> 415<section id="a-quick-reminder-2" class="slide level2"> 416<h2>A Quick Reminder</h2> 417<h4 id="final-paper-proposal-1"><span style="color:#a9a9a9;">Final Paper Proposal</span></h4> 418<div class="augmenter"> 419<div style="text-align: center; margin-top: 120px;"> 420<p>More details will be provided on <span style="text-decoration: underline; text-decoration-color: #5d3c85;"><em>Wednesday</em></span>.</p> 421</div> 422</div> 423</section> 424<section id="a-quick-reminder-3" class="slide level2"> 425<h2>A Quick Reminder</h2> 426<h4 id="the-election-is-here"><span style="color:#a9a9a9;">The Election Is Here</span></h4> 427<p><br></p> 428<p align="center"> 429<iframe class="iframe" src="https://www.270towin.com/2024-countdown-clock/widget300x380.php" height="400" width="300" style="border: 1px solid #2e3846;"> 430</iframe> 431</p> 432</section></section> 433<section> 434<section id="black-immigrants-and-black-america-tod-hamilton" class="title-slide slide level1 center" data-background-color="#43464B"> 435<h1><em>Black Immigrants and Black America</em> â Tod Hamilton</h1> 436 437</section> 438<section id="a-growing-subpopulation" class="slide level2"> 439<h2>A Growing Subpopulation</h2> 440<div style="margin-top: 40px;"> 441 442</div> 443<div class="elegant-quote"> 444<div class="shrinker"> 445<p>By 2014, approximately four million black immigrants were living in the United States. At that time, 10% of the overall immigrant population identified as black and 9.2% of the population who identified as black were immigrants ⦠If the growth in black immigration continues, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">this group and their descendants will play a significant role in driving the social and economic trajectories of the US black population over the next several decades</span>.</p> 446<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 296</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 447</div> 448</div> 449</section> 450<section id="a-growing-subpopulation-1" class="slide level2"> 451<h2>A Growing Subpopulation</h2> 452<div style="margin-top: 40px;"> 453 454</div> 455<div class="elegant-quote"> 456<div class="shrinker"> 457<p><span style="color: white; background-color: #5d3c85; padding: 1px 5px;">While Caribbean immigration dominated black immigration throughout the 1980s and the early 1990s, African immigrants drove black immigration during the late 1990s and the first two decades of the twenty-first century</span> ⦠By 2013, 1.3 million black African immigrants were residing in the United States. While Caribbean immigration also increased between 2000 and 2013, growing by 33%, African immigration increased by 137% during the same period.</p> 458<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 296</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 459</div> 460</div> 461</section> 462<section id="a-growing-subpopulation-2" class="slide level2"> 463<h2>A Growing Subpopulation</h2> 464 465<img data-src="./media/black_immigrants.svg" class="quarto-figure quarto-figure-center r-stretch"></section> 466<section id="a-growing-subpopulation-3" class="slide level2"> 467<h2>A Growing Subpopulation</h2> 468<div class="center-text"> 469<div class="augmenter"> 470<p>The previous map <span style="text-decoration: underline; text-decoration-color: #5d3c85;"><em>may</em></span>, of course, be a tad misleading.</p> 471</div> 472</div> 473</section> 474<section id="a-growing-subpopulation-4" class="slide level2"> 475<h2>A Growing Subpopulation</h2> 476<h4 id="recent-data-from-the-pew-research-center"><span style="color:#a9a9a9;">Recent Data from the Pew Research Center</span></h4> 477<div style="margin-top: 20px;"> 478 479</div> 480<p align="left"> 481<iframe class="iframe" src="https://www.pewresearch.org/short-reads/2022/01/27/key-findings-about-black-immigrants-in-the-u-s/" height="500" width="1040" style="border: 1px solid #2e3846;"> 482</iframe> 483</p> 484<div style="text-align: center; font-size: 80%; margin-top:-40px"> 485<p><a href="https://www.pewresearch.org/short-reads/2022/01/27/key-findings-about-black-immigrants-in-the-u-s/" data-preview-link="true">Full Page</a></p> 486</div> 487</section> 488<section id="a-growing-subpopulation-5" class="slide level2"> 489<h2>A Growing Subpopulation</h2> 490<div class="center-text"> 491<div class="augmenter"> 492<p>And yet, the unique experiential trajectories of Black immigrants in America are <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>rarely</em></strong></span> the focus of research on social integration<br><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020</a>)</span>.</p> 493</div> 494</div> 495</section> 496<section id="a-growing-subpopulation-6" class="slide level2"> 497<h2>A Growing Subpopulation</h2> 498<div class="center-text"> 499<div class="augmenter"> 500<p>Why?</p> 501</div> 502</div> 503</section> 504<section id="a-growing-subpopulation-7" class="slide level2"> 505<h2>A Growing Subpopulation</h2> 506<p><br></p> 507<div class="elegant-quote"> 508<div class="augmenter-mini"> 509<p>
509[M]uch of the scholarly research on black immigrants has used the outcomes of this group to elucidate the roles of racism and discrimination vis-Ã -vis poor cultural practices in patterning <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">the outcomes of black Americans</span>.</p> 510<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 296</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 511</div> 512</div> 513</section></section> 514<section> 515<section id="pre-1965-black-immigration" class="title-slide slide level1 center" data-background-color="#43464B"> 516<h1>Pre-1965 Black Immigration</h1> 517 518</section> 519<section id="early-20th-century" class="slide level2"> 520<h2>Early 20<span style="font-size: 60%;"><sup>th</sup></span> Century</h2> 521<div style="margin-top: 40px;"> 522 523</div> 524<div class="elegant-quote"> 525<div class="shrinker"> 526<p>The flow of black immigrants to the United Statesâprimarily from the Caribbeanâbegan in earnest in the 1910s and 1920s. During the first three decades of the twentieth century, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">the growth of black immigration to the United States outpaced the growth of white immigration as well as native black population growth</span> <span class="citation" data-cites="reid_1939">(<a href="#/references" role="doc-biblioref" onclick="">Reid 1939</a>)</span>. Moreover, during this period, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">black immigrants were the largest nonwhite racial/ethnic immigrant group in the United States</span>, outnumbering Chinese, Japanese, and Filipino immigrants <span class="citation" data-cites="reid_1939">(<a href="#/references" role="doc-biblioref" onclick="">Reid 1939</a>)</span>.</p> 527<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 297</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 528</div> 529</div> 530</section> 531<section id="early-20th-century-1" class="slide level2"> 532<h2>Early 20<span style="font-size: 60%;"><sup>th</sup></span> Century</h2> 533<div class="center-text"> 534<div class="augmenter"> 535<p>Black immigration to America began to crater around 1924.</p> 536</div> 537</div> 538</section> 539<section id="early-20th-century-2" class="slide level2"> 540<h2>Early 20<span style="font-size: 60%;"><sup>th</sup></span> Century</h2> 541<div class="center-text"> 542<div class="augmenter"> 543<details> 544<summary class="custom-box"> 545A Question 546</summary> 547<span style="font-size:85%;">What were some of the factors driving the decline?</span> 548</details> 549</div> 550</div> 551</section> 552<section id="early-20th-century-3" class="slide level2"> 553<h2>Early 20<span style="font-size: 60%;"><sup>th</sup></span> Century</h2> 554<div style="margin-top: 40px;"> 555 556</div> 557<p><a href="./media/mig_share_new.png" class="lightbox" data-gallery="quarto-lightbox-gallery-1"><img data-src="./media/mig_share_new.png"></a></p> 558</section> 559<section id="early-20th-century-4" class="slide level2"> 560<h2>Early 20<span style="font-size: 60%;"><sup>th</sup></span> Century</h2> 561<div style="margin-top: 40px;"> 562 563</div> 564<div class="augmenter"> 565<p>The decline of Black immigration was, in part, shaped byâ</p> 566<div style="text-align: center;"> 567<div> 568<ul> 569<li class="fragment"><p>Diffuse anti-immigrant sentiment.</p></li> 570<li class="fragment"><p>Challenges acquiring visas in the Caribbean and Latin America.</p></li> 571<li class="fragment"><p>Onset of the Great Depression in America and beyond.</p></li> 572</ul> 573</div> 574</div> 575</div> 576</section> 577<section id="early-20th-century-5" class="slide level2"> 578<h2>Early 20<span style="font-size: 60%;"><sup>th</sup></span> Century</h2> 579<div class="augmenter"> 580<div class="center-text"> 581<p>In the early 20<span style="font-size: 60%;"><sup>th</sup></span> century, Black migration from <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>beyond</em></strong></span> the United States coincided with seismic shifts in the spatial distribution of Black Americans <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>within</em></strong></span> the country.</p> 582</div> 583</div> 584</section> 585<section id="the-great-migration" class="slide level2"> 586<h2>The Great Migration</h2> 587<div style="margin-top: 40px;"> 588 589</div> 590<div class="elegant-quote"> 591<div class="shrinker"> 592<p>While racism and discrimination were prevalent throughout the country, living conditions were considerably harsher in the South than in the northern states. In the face of these bleak conditions, as well as the draw of industrial jobs in the Northeast, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">more than 1.6 million black Americans moved from the rural South to industrial
592cities in the Northeast and Midwest between 1916 and 1930</span>, a migration pattern known as the Great Migration.</p> 593<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 298</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 594</div> 595</div> 596</section> 597<section id="the-great-migration-1" class="slide level2"> 598<h2>The Great Migration</h2> 599<iframe data-external="1" src="https://www.youtube.com/embed/7TfgJnXlaxo" width="100%" height="85%" title="" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen=""></iframe> 600</section> 601<section id="the-great-migration-2" class="slide level2"> 602<h2>The Great Migration</h2> 603<div class="augmenter"> 604<div class="center-text"> 605<p>Amid these transformations, Black <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>internal migrants</em></strong></span> from the South came into contact with Black <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>international migrants</em></strong></span> from the Caribbean in places like New York City.</p> 606</div> 607</div> 608</section> 609<section id="the-great-migration-3" class="slide level2"> 610<h2>The Great Migration</h2> 611<p><br></p> 612<div class="elegant-quote"> 613<div class="shrinker"> 614<p>[D]ata from the complete count files of the US Census show that <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">in 1930 only 27% of blacks living in New York City were born in New York</span>; 61% were born in the United States but outside New York, with most hailing from southern states; and <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">the remaining 12% were foreign born, mainly from the Caribbean</span>.</p> 615<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 298</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 616</div> 617</div> 618</section> 619<section id="labour-market-disparities" class="slide level2"> 620<h2>Labour Market Disparities?</h2> 621<h4 id="in-the-early-20th-century"><span style="color:#a9a9a9;">In the Early 20<span style="font-size: 60%;"><sup>th</sup></span> Century</span></h4> 622<div class="center-text"> 623<div style="margin-top: -20px;"> 624 625</div> 626<div class="augmenter"> 627<p>Were there significant advantages for <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>foreign-born</em></strong></span> vis-Ã -vis<br><span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>native-born</em></strong></span> Black Americans on the labour market?</p> 628</div> 629</div> 630</section> 631<section id="labour-market-disparities-1" class="slide level2"> 632<h2>Labour Market Disparities?</h2> 633<h4 id="in-the-early-20th-century-1"><span style="color:#a9a9a9;">In the Early 20<span style="font-size: 60%;"><sup>th</sup></span> Century</span></h4> 634<div style="margin-top: 40px;"> 635 636</div> 637<div class="elegant-quote"> 638<div class="shrinker"> 639<p>Hamilton <span class="citation" data-cites="hamilton2019immigration">(<a href="#/references" role="doc-biblioref" onclick="">2019</a>)</span> found <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">no consistent evidence of significant labor market advantages favoring black Caribbean immigrants during this period</span>. The most robust and consistent disparities documented by Hamilton <span class="citation" data-cites="hamilton2019immigration">(<a href="#/references" role="doc-biblioref" onclick="">2019</a>)</span> were those between whites and all groups of blacks, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">indicating that any unobserved selectivity and/or cultural differences that existed within New York Cityâs black population in the early 1900s were not pronounced enough to overcome the enormity of racism during the peri
639od</span>.</p> 640<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 298</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 641</div> 642</div> 643</section></section> 644<section> 645<section id="group-discussion-i" class="title-slide slide level1 center" data-background-color="#43464B"> 646<h1>Group Discussion I</h1> 647 648</section> 649<section id="the-early-black-immigrant-experience" class="slide level2"> 650<h2>The Early Black Immigrant Experience</h2> 651<div class="center-text"> 652<div class="augmenter"> 653<p>In groups of 2-3, use <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>assimilation theory</em></strong></span> to explain the trajectories or lived experiences of early Black immigrants in America.</p> 654</div> 655</div> 656</section></section> 657<section> 658<section id="the-post-civil-rights-era" class="title-slide slide level1 center" data-background-color="#43464B"> 659<h1>The Post-Civil Rights Era</h1> 660 661</section> 662<section id="resurgent-black-migration-to-america" class="slide level2"> 663<h2>Resurgent Black Migration to America</h2> 664<p><br></p> 665<div class="elegant-quote"> 666<div style="font-size: 109%;"> 667<p>In 1960, approximately 125,000 black immigrants resided in the United States, nearly all of whom had been born in the Caribbean. By 1980, the number of black immigrants had risen to 816,000, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">a 553% increase in only two decades</span>.</p> 668<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 300</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 669</div> 670</div> 671</section> 672<section id="resurgent-black-migration-to-america-1" class="slide level2"> 673<h2>Resurgent Black Migration to America</h2> 674<div class="center-text"> 675<div class="augmenter"> 676<p>The Black immigrant population grew to <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">more than 1.5 million</span> in the 1980sâdue in large part to policy interventions (e.g., <em>Refugee Act of 1980</em>, <em>Immigration Reform and Control Act of 1986</em>).</p> 677</div> 678</div> 679</section> 680<section id="resurgent-black-migration-to-america-2" class="slide level2"> 681<h2>Resurgent Black Migration to America</h2> 682<div style="margin-top: 40px;"> 683 684</div> 685<div class="elegant-quote"> 686<p>While much of the growth of the black immigrant population from the 1960s through the 1980s was driven by Caribbean immigration, African immigration became increasingly important beginning in the mid-1990s, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">with African immigrants accounting for more than half of the flows of black immigrants to the United States during the 2000s</span>.</p> 687<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 300</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 688</div> 689</section> 690<section id="resurgent-black-migration-to-america-3" class="slide level2"> 691<h2>Resurgent Black Migration to America</h2> 692<div style="margin-top: 40px;"> 693 694</div> 695<div class="elegant-quote"> 696<div class="shrinker"> 697<p><span style="color: white; background-color: #5d3c85; padding: 1px 5px;">The shifts in immigration streams that began in the 1990s increased the diversity of the black immigrant population in the United States</span>. Because of the long history of immigration from the Caribbean, since the early 1900s, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">Jamaica has accounted for the largest flow of black immigrants, followed by Haiti</span>. Indeed, five of the top ten sending countries ⦠of black immigrants are Caribbean countries. <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">The other five are sub-Saharan African countries, highlighting the dramatic growth of the African origin population since 1990</span>.</p> 698<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 300</a>
698, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 699</div> 700</div> 701</section> 702<section id="black-immigrants-and-racial-disparities" class="slide level2"> 703<h2>Black Immigrants and Racial Disparities</h2> 704<h4 id="in-the-post-civil-rights-era"><span style="color:#a9a9a9;">In the Post-Civil Rights Era</span></h4> 705<div style="margin-top: 40px;"> 706 707</div> 708<div class="elegant-quote"> 709<p>Just as earlier immigration waves stimulated the public and academic debates of the early 1900s, the growth of the black immigrant population in the post-1965 era <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">generated robust debate regarding the root causes of disparities between black and white Americans</span>.</p> 710<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 300</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 711</div> 712</section> 713<section id="black-immigrants-and-racial-disparities-1" class="slide level2"> 714<h2>Black Immigrants and Racial Disparities</h2> 715<h4 id="in-the-post-civil-rights-era-1"><span style="color:#a9a9a9;">In the Post-Civil Rights Era</span></h4> 716<div style="margin-top: 40px;"> 717 718</div> 719<div class="elegant-quote"> 720<p>Given the persistent disparities between black and white Americans in the post-1965 era and the long-standing view that the accomplishments of black immigrants are evidence that the poor outcomes of black Americans stem from cultural dysfunction rather than racism and discrimination, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">it is vital to understand the mechanisms that produce disparities between black Americans and immigrants</span>.</p> 721<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 300</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 722</div> 723</section></section> 724<section> 725<section id="three-mechanisms" class="title-slide slide level1 center" data-background-color="#43464B"> 726<h1>Three Mechanisms</h1> 727 728</section> 729<section id="cultural-differences" class="slide level2"> 730<h2>(1) âCulturalâ Differences</h2> 731<p><br></p> 732<div class="elegant-quote"> 733<p>Some researchers have argued that <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">distinct historical legacies of slavery in the United States and the Caribbean produced cultural differences</span> that in turn led to social and economic disparities between Caribbean immigrants and native-born blacks.</p> 734<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 301</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 735</div> 736</section> 737<section id="cultural-differences-1" class="slide level2"> 738<h2>(1) âCulturalâ Differences</h2> 739<div style="margin-top: 20px;"> 740 741</div> 742<div class="augmenter"> 743<p>Scholars have linked these putative âculturalâ cleavages to â</p> 744</div> 745<div style="margin-top: 10px; font-size: 105%;"> 746<div> 747<ul> 748<li class="fragment"><p>Institutional variation in the <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>economic organization of slavery</em></strong></span> in the American South vis-à -vis the Caribbean.</p></li> 749<li class="fragment"><p>Compositional differences between the Caribbeanâi.e., where slaves constituted a <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>numeric majority</em></strong></span>âand the American Southâwhere slaves were a <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>numeric minority</em></strong></span>.</p></li> 750<li class="fragment"><p>The <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>psychological benefits</em></strong></span> accrued to Black immigrants socialized in majority-Black contexts.</p></li> 751</ul> 752</div> 753</div> 754</section> 755<section id="white-favouritism" class="slide level2"> 756<h2>(2) White Favouritism</h2> 757<div style="margin-top: 40px;"> 758 759</div> 760<div class="elegant-quote"> 761<div class="shrinker"> 762<p>Scholars have suggested that labor market disparities between black immigrants and black Americans <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">result from differential patterns of labor market discrimination</span> ⦠Evidence of differential patterns of discrimination comes from black immigrants who report that <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">white employers have a strong preference for black immigrants over black Americans</span> <span class="citation" data-cites="foner_race_1985">(<a href="#/references" role="doc-biblioref" onclick="">Foner 1985</a>)</span>, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">
762black Americans who perceive worse treatment than black immigrants from white employers</span> <span class="citation" data-cites="waters1999">(<a href="#/references" role="doc-biblioref" onclick="">Waters 1999</a>)</span>, and <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">white managers who state a preference for black immigrants over black Americans</span>.</p> 763<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 303</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 764</div> 765</div> 766</section> 767<section id="white-favouritism-1" class="slide level2"> 768<h2>(2) White Favouritism</h2> 769<div style="margin-top: 40px;"> 770 771</div> 772<div class="elegant-quote"> 773<p>Researchers have also suggested that white employers favor Caribbean immigrants over native-born blacks as a result of the latter groupâs connection to the racialized history of slavery in the United States. As a result of this connection, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">black Americans occupy the least favorable position in the US discrimination hierarchy</span>.</p> 774<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 303</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 775</div> 776</section> 777<section id="selectivity" class="slide level2"> 778<h2>(3) Selectivity</h2> 779<div style="margin-top: 40px;"> 780 781</div> 782<div class="elegant-quote"> 783<div class="shrinker"> 784<p>[B]lack immigrants, like all other immigrants, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">are self-selected and thus differ systematically from other individuals in their native countries</span>. Those who emigrate often have <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">better health and higher education levels than their peers who stay in the home country</span> ⦠[I]n 2014, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">63% of black Nigerian immigrants residing in the United States had at least a bachelorâs degree, while only 7% of the Nigerian population had earned a bachelorâs degree</span>. In the same year, among immigrants from Haiti ⦠<span style="color: white; background-color: #5d3c85; padding: 1px 5px;">the mean length of schooling was 12.27 years, while among individuals living in Haiti it was 5.18</span>. To varying degrees, this type of selection exists among black immigrants from all major sending countries.</p> 785<p><span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">Hamilton 2020, 303</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 786</div> 787</div> 788</section></section> 789<section> 790<section id="group-discussion-ii" class="title-slide slide level1 center" data-background-color="#43464B"> 791<h1>Group Discussion II</h1> 792 793</section> 794<section id="explanatory-power-of-competing-explanations" class="slide level2"> 795<h2>Explanatory Power of Competing Explanations</h2> 796<div class="center-text"> 797<div class="augmenter"> 798<p>In <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>new</em></strong></span> groups, discuss the relative importance of the three candidate mechanisms detailed in our foregoing discussion.</p> 799</div> 800</div> 801</section></section> 802<section> 803<section id="group-discussion-iii" class="title-slide slide level1 center" data-background-color="#43464B"> 804<h1>Group Discussion III</h1> 805 806</section> 807<section id="can-assimilation-theory-help" class="slide level2"> 808<h2>Can Assimilation Theory Help?</h2> 809<div class="center-text"> 810<div class="augmenter"> 811<p>In those same groups, draw on Hamiltonâs <span class="citation" data-cites="hamilton_black_2020">(<a href="#/references" role="doc-biblioref" onclick="">2020</a>)</span> insights to explain how <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>
811segmented assimilation theory</em></strong></span> and <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>neo-assimilationism</em></strong></span><br>can be used to understand disparities between<br>native- and foreign-born Black Americans.</p> 812</div> 813</div> 814</section></section> 815<section> 816<section id="lecture-ii-november-11th" class="title-slide slide level1 center" data-background-color="#43464B"> 817<h1>Lecture II: November 11<span style="font-size: 60%;"><sup>th</sup></span></h1> 818 819</section> 820<section id="reminders-and-updates" class="slide level2"> 821<h2>Reminders and Updates</h2> 822<p><br></p> 823<div class="callout callout-important callout-titled callout-style-default"> 824<div class="callout-body"> 825<div class="callout-title"> 826<div class="callout-icon-container"> 827<i class="callout-icon"></i> 828</div> 829<p><strong>Response Memo Deadline</strong></p> 830</div> 831<div class="callout-content"> 832<div style="text-align: center;"> 833<p>Your eighth response memoâwhich <em>has</em> to be between <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong>250-400</strong></span> words and posted on our <a href="https://moodle.amherst.edu/mod/forum/view.php?id=891035" class="external" target="_blank">Moodle Discussion Board</a>âis due by 8:00 PM on <span style="text-decoration: underline; text-decoration-color: #5d3c85;">Wednesday</span> â¦</p> 834<div class="fragment"> 835<p><span style="color: white; font-size: 110%; background-color: #5d3c85; padding: 1px 5px;"><strong><em>Unless</em></strong></span> â¦</p> 836</div> 837<div class="fragment"> 838<p>⦠you attend the first <a href="https://www.amherst.edu/news/events/calendar/node/917640" class="external" target="_blank">Cummings Lecture</a> this Wednesday.</p> 839</div> 840</div> 841</div> 842</div> 843</div> 844</section> 845<section id="reminders-and-updates-1" class="slide level2"> 846<h2>Reminders and Updates</h2> 847<h4 id="the-cummings-lecture"><span style="color:#a9a9a9;">The Cummings Lecture</span></h4> 848<div class="centre-aligned-div"> 849<div class="fragment"> 850<p>Title</p> 851<p><span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>Place, Polarization, and the Future of Americaâs Political Divisions</em></strong></span></p> 852</div> 853<div class="fragment"> 854<p>Abstract</p> 855<details> 856<summary class="custom-box"> 857<span style="font-size:85%;">Click to Expand or Close</span> 858</summary> 859<div style="text-align: left;"> 860<p><span style="color: #9c9c9c; font-size:80%;"><strong>Note</strong>: Scroll <svg aria-hidden="true" role="img" viewbox="0 0 384 512" style="height:1em;width:0.75em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#5d3c85;overflow:visible;position:relative;"><path d="M169.4 470.6c12.5 12.5 32.8 12.5 45.3 0l160-160c12.5-12.5 12.5-32.8 0-45.3s-32.8-12.5-45.3 0L224 370.8 224 64c0-17.7-14.3-32-32-32s-32 14.3-32 32l0 306.7L54.6 265.4c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3l160 160z"></path></svg> to read entire abstract.</span></p> 861<div class="quote-block"> 862<p><span style="font-size:85%;">How does place shape Americaâs polarized politics? Decades of political-economic transformations have reshaped both the kinds of people and the kinds of places that give their support to the <span style="color: white; background-color: #00AEF3; padding: 1px 5px;">Democratic</span> and <span style="color: white; background-color: #E81B23; padding: 1px 5px;">Republican</span> Parties, hardening political boundaries along lines of race, class, religion, and context. Working-class, ex-urban, and industrial
862communities that were once the bedrock of the <span style="color: white; background-color: #00AEF3; padding: 1px 5px;">Democratic Party</span> are now the sites of greatest contestation every election cycle, while the affluent suburbs that once fomented conservative activism in the 1950s and 60s are the sites of greatest growth for the <span style="color: white; background-color: #00AEF3; padding: 1px 5px;">Democratic Party</span>. In this talk, sociologist <a href="https://stephanieternullo.com/" class="external" target="_blank">Stephanie Ternullo</a> (Harvard University) will consider the historical causes and contemporary consequences of these shifts in political geography, and the challenges they present for political representation in American elections, including the <a href="https://ig.ft.com/us-elections/2024/results/president/?seat_id=P-NV-00" data-preview-link="true">November 5<span style="font-size: 70%;"><sup>th</sup></span> presidential election</a>.</span></p> 863</div> 864</div> 865</details> 866</div> 867<div class="fragment"> 868<p>Date and Time</p> 869<p><a href="https://www.amherst.edu/mm_calendar_ical/917640/event.ics" class="noicons"><i class="fa-solid fa-clock" aria-label="clock"></i> November 13<span style="font-size: 60%;"><sup>th</sup></span> â 4:30 PM to 6:00 PM</a></p> 870</div> 871<div class="fragment"> 872<p>Location</p> 873<p><a href="https://www.google.com/maps/embed?pb=!1m18!1m12!1m3!1d5895.306868906522!2d-72.52020499999999!3d42.3712246!2m3!1f0!2f0!3f0!3m2!1i1024!2i768!4f13.1!3m3!1m2!1s0x89e6cdf87418b433%3A0xeb2f42e1dc01a62f!2s197%20S%20Pleasant%20St%2C%20Amherst%2C%20MA%2001002!5e0!3m2!1sen!2sus!4v1731186575957!5m2!1sen!2sus" data-preview-link="true"><i class="fa-solid fa-location-dot" aria-label="location-dot"></i> CHI Think Tank (101) at the Lyceum</a></p> 874</div> 875</div> 876</section> 877<section id="reminders-and-updates-2" class="slide level2"> 878<h2>Reminders and Updates</h2> 879<div class="shrinker"> 880<div style="text-align: center;"> 881<p>Dr. Stephanie Ternullo will join SOCI 229 before her talk. Feel free to join us.</p> 882<p align="center"> 883<iframe class="iframe" src="https://stephanieternullo.com/" height="500" width="500" style="border: 1px solid #2e3846;"> 884</iframe> 885</p> 886</div> 887<div style="text-align: center; font-size: 80%; margin-top:-40px"> 888<p><a href="https://stephanieternullo.com/" data-preview-link="true">Full Page</a></p> 889</div> 890</div> 891</section> 892<section id="reminders-and-updates-3" class="slide level2"> 893<h2>Reminders and Updates</h2> 894<h4 id="final-paper-proposal-2"><span style="color:#a9a9a9;">Final Paper Proposal</span></h4> 895<div class="callout callout-important callout-titled callout-style-default"> 896<div class="callout-body"> 897<div class="callout-title"> 898<div class="callout-icon-container"> 899<i class="callout-icon"></i> 900</div> 901<p><strong>Final Paper Proposal Deadline</strong></p> 902</div> 903<div class="callout-content"> 904<div style="text-align: center;"> 905<p>Your final paper proposals are due by <span style="color: white; background-color: #5d3c85; padding: 13px 5px;">8:00 PM on Friday, November 22<sup>nd</sup></span>.</p> 906</div> 907</div> 908</div> 909</div> 910</section> 911<section id="reminders-and-updates-4" class="slide level2"> 912<h2>Reminders and Updates</h2> 913<h4 id="final-paper-proposal-3"><span style="color:#a9a9a9;">Final Paper Proposal</span></h4> 914<div class="augmenter"> 915<div style="text-align: center; margin-top: 120px;"> 916<p>Guidelines for the final paper proposal can be found <a href="https://soci231.netlify.app/#finalpaperproposal" data-preview-link="true">here</a>.</p> 917</div> 918</div> 919</section> 920<section id="reminders-and-updates-5" class="slide level2"> 921<h2>Reminders and Updates</h2> 922<h4 id="final-paper-proposal-4"><span style="color:#a9a9a9;">Final Paper Proposal</span></h4> 923<div class="augmenter"> 924<div style="text-align: center; margin-top: 120px;"> 925<p>To submit your final paper proposal, click <a href="https://moodle.amherst.edu/mod/assign/view.php?id=899578" class="external" target="_blank">here</a>.</p> 926</div> 927</div> 928</section></section> 929<section> 930<section id="sidebar-a-few-more-reflections-on-the-2024-presidential-election" class="title-slide slide level1 center" data-background-color="#43464B"> 931<h1><em>Sidebar</em>â<br>A Few More Reflections on the 2024 Presidential Election</h1> 932 933</section> 934<section id="once-againlet-the-dust-settle" class="slide level2"> 935<h2>Once AgainâLet the Dust Settle</h2> 936<iframe data-external="1" src="https://www.youtube.com/embed/XLiagIdA84c" width="100%" height="85%" title="" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen=""></iframe> 937</section> 938<section id="once-againlet-the-dust-settle-1" class="slide level2"> 939<h2>Once AgainâLet the Dust Settle</h2> 940<div class="center-text"> 941<div class="augmenter"> 942<p>Working hypotheses are necessary. However, we have to embrace uncertainty and the possibility that <span style="text-decoration: underline; text-decoration-color: #5d3c85;"><em>our initial hunches are wrong</em></span>. Falsification is simply not possible in the wake of an election.</p> 943</div> 944</div> 945</section> 946<section id="some-potentially-useful-charts" class="slide level2 nostretch"> 947<h2>Some (Potentially) Useful Charts</h2> 948<div style="margin-top: 30px;"> 949 950</div> 951<div class="quarto-figure quarto-figure-center"> 952<figure> 953<p><img data-src="./media/incumbent_graveyard.jpeg" class="quarto-figure quarto-figure-center" style="width:72.0%"></p> 954</figure> 955</div> 956<div style="text-align: center; font-size: 70%; margin-top:-30px"> 957<p><a href="https://x.com/jburnmurdoch/status/1854485866548195735/photo/1" class="external" target="_blank">Source Tweet</a></p> 958</div> 959</section> 960<section id="some-potentially-useful-charts-1" class="slide level2"> 961<h2>Some (Potentially) Useful Charts</h2> 962<div style="margin-top: 40px;"> 963 964</div> 965<p align="left"> 966<iframe class="iframe" src="https://newsinteractives.cbc.ca/elections/poll-tracker/canada/" height="540" width="1040" style="border: 1px solid #2e3846;"> 967</iframe> 968</p> 969<div style="text-align: center; font-size: 80%; margin-top:-40px"> 970<p><a href="https://newsinteractives.cbc.ca/elections/poll-tracker/canada/" data-preview-link="true">Full Page</a></p> 971</div> 972</section> 973<section id="some-potentially-useful-charts-2" class="slide level2 nostretch"> 974<h2>Some (Potentially) Useful Charts</h2> 975<div style="margin-top: 30px;"> 976 977</div> 978<div class="quarto-figure quarto-figure-center"> 979<figure> 980<p><img data-src="./media/nyt-economic-sentiment.png" class="quarto-figure quarto-figure-center" style="width:57.0%"></p> 981</figure> 982</div> 983<div style="text-align: center; font-size: 70%; margin-top:-30px"> 984<p>
984<a href="https://www.nytimes.com/2024/01/23/briefing/economy-inflation-housing.html" class="external" target="_blank">Source Article</a></p> 985</div> 986</section> 987<section id="a-few-basic-takes" class="slide level2"> 988<h2>A Few Basic Takes</h2> 989<div class="center-text"> 990<div class="augmenter"> 991<p>Material economic conditions matter.</p> 992</div> 993</div> 994</section> 995<section id="a-few-basic-takes-1" class="slide level2"> 996<h2>A Few Basic Takes</h2> 997<div class="center-text"> 998<div class="augmenter"> 999<p>Cultural contestation matters, too.</p> 1000</div> 1001</div> 1002</section> 1003<section id="a-few-basic-takes-2" class="slide level2"> 1004<h2>A Few Basic Takes</h2> 1005<div class="center-text"> 1006<div class="augmenter"> 1007<p>As Bonikowski, Feinstein, and Bock <span class="citation" data-cites="bonikowski_partisan_2021">(<a href="#/references" role="doc-biblioref" onclick="">2021</a>)</span> remind us, âthe economy-versus-culture dichotomy ⦠(<em>is</em>) misplaced ⦠[I]t ignores that culture shapes economic perceptions and that economic anxieties are themselves mediated by cultural framesâ <span class="citation" data-cites="lukk_politics_2024">(cf. <a href="#/references" role="doc-biblioref" onclick="">Lukk 2024</a>)</span>.</p> 1008</div> 1009</div> 1010</section> 1011<section id="a-few-basic-takes-3" class="slide level2"> 1012<h2>A Few Basic Takes</h2> 1013<div class="center-text"> 1014<div class="augmenter"> 1015<p>Moreover, exit pollsâas noted last weekâcan be <a href="https://www.vox.com/21552679/exit-poll-accuracy" class="external" target="_blank">very misleading</a>.</p> 1016</div> 1017</div> 1018</section> 1019<section id="a-few-basic-takes-4" class="slide level2"> 1020<h2>A Few Basic Takes</h2> 1021<div class="center-text"> 1022<div class="augmenter"> 1023<p>Worse, they can foment <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>groupism</em></strong></span> <span class="citation" data-cites="brubaker_ethnicity_2004">(see <a href="#/references" role="doc-biblioref" onclick="">Brubaker, Loveman, and Stamatov 2004</a>)</span> and its analytic corollaries: reification, essentialization, homogenization and so on.</p> 1024</div> 1025</div> 1026</section> 1027<section id="a-few-basic-takes-5" class="slide level2"> 1028<h2>A Few Basic Takes</h2> 1029<div class="center-text"> 1030<div class="augmenter"> 1031<p><span style="text-decoration: underline; text-decoration-color: #5d3c85;"><em>This can lead to faulty inferences and spurious conclusions</em></span>.</p> 1032</div> 1033</div> 1034</section></section> 1035<section> 1036<section id="identities-of-the-black-second-generation-mary-waters" class="title-slide slide level1 center" data-background-color="#43464B"> 1037<h1><em>Identities of the Black Second Generation</em> â Mary Waters</h1> 1038 1039</section> 1040<section id="challenging-assumptions" class="slide level2"> 1041<h2>Challenging Assumptions</h2> 1042<div style="margin-top: 40px;"> 1043 1044</div> 1045<div class="elegant-quote"> 1046<div class="shrinker-plus"> 1047<p>The growth of nonwhite voluntary immigrants to the United States since 1965 <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">challenges the dichotomy which once explained different patterns of American inclusion and assimilation</span> â the ethnic pattern of assimilation of immigrants from Europe and their children and the racial pattern of exclusion of Americaâs nonwhite peoples. <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">The new wave of immigrants includes people who are still defined âraciallyâ in the United States</span>, but who migrate to the United States voluntarily and often under an immigrant preference system which selects for people with jobs and education that puts them well above their âco-ethnicsâ in the economy.</p> 1048<p><span class="citation" data-cites="waters_ethnic_1994">(<a href="#/references" role="doc-biblioref" onclick="">Waters 1994, 795</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 1049</div> 1050</div> 1051</section> 1052<section id="challenging-assumptions-1" class="slide level2"> 1053<h2>Challenging Assumptions</h2> 1054<div class="center-text"> 1055<div class="augmenter"> 1056<p>With this in mind, Waters <span class="citation" data-cites="waters_ethnic_1994">(<a href="#/references" role="doc-biblioref" onclick="">1994</a>)</span> examines the <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>ethno-racial identities</em></strong></span> of second-generation Black Americans in New York City (of the <span style="text-decoration: underline; text-decoration-color: #5d3c85;">early-1990s</span>) with roots in the Caribbean.</p> 1057</div> 1058</div> 1059</section> 1060<section id="challenging-assumptions-2" class="slide level2"> 1061<h2>Challenging Assumptions</h2> 1062<div style="margin-top: 40px;"> 1063 1064</div> 1065<div class="elegant-quote"> 1066<div class="shrinker"> 1067<p>The children of black immigrants in the United States face a choice about <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">whether they will identify as black Americans or whether they will maintain an ethnic identity reflecting their parentsâ national origins</span>
1067. First-generation black immigrants to the United States have tended to distance themselves from American blacks, stressing their national origins and ethnic identities as Jamaican or Haitian or Trinidadian, but <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">they also face overwhelming pressures in the United States to identify only as âblacks.â</span></p> 1068<p><span class="citation" data-cites="waters_ethnic_1994">(<a href="#/references" role="doc-biblioref" onclick="">Waters 1994, 796</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 1069</div> 1070</div> 1071</section> 1072<section id="invisible-immigrants" class="slide level2"> 1073<h2>Invisible Immigrants</h2> 1074<div class="center-text"> 1075<div class="augmenter"> 1076<p>Consequently, Black Americans with <em>non-American</em> roots have been described as <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>invisible immigrants</em></strong></span>.</p> 1077</div> 1078</div> 1079</section> 1080<section id="invisible-immigrants-1" class="slide level2"> 1081<h2>Invisible Immigrants</h2> 1082<div style="margin-top: 40px;"> 1083 1084</div> 1085<div class="elegant-quote"> 1086<div class="shrinker"> 1087<p>[R]ather than being contrasted with other immigrants (for example, contrasting how Jamaicans are doing as compared with Chinese), ⦠(<em>Black immigrants</em>) <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">have been compared to black Americans</span>. The children of black immigrants, because they lack their parentsâ distinctive accents, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">can choose to be even more invisible as ethnics than their parents</span>. Second-generation West Indians in the United States will most often be seen by others as merely âAmericanâ â and must <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">actively work to assert their ethnic identities</span>.</p> 1088<p><span class="citation" data-cites="waters_ethnic_1994">(<a href="#/references" role="doc-biblioref" onclick="">Waters 1994, 796</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 1089</div> 1090</div> 1091</section> 1092<section id="intraracial-divisions" class="slide level2"> 1093<h2>Intraracial Divisions</h2> 1094<div style="margin-top: 40px;"> 1095 1096</div> 1097<div class="elegant-quote"> 1098<div class="shrinker"> 1099<p><span style="color: white; background-color: #5d3c85; padding: 1px 5px;">Longstanding tensions between newly arrived West Indians and American blacks have left a legacy of mutual stereotyping</span> <span class="citation" data-cites="kasinitz1992caribbean">(<a href="#/references" role="doc-biblioref" onclick="">Kasinitz 1992</a>)</span>. The immigrants see themselves as hard-working, ambitious, militant about their racial identities but not oversensitive or obsessed with race, and committed to education and family ⦠American blacks describe the immigrants as arrogant, selfish, exploited in the workplace, oblivious to racial tensions and politics in the United States, and unfriendly and unwilling to have relations with black Americans.</p> 1100<p><span class="citation" data-cites="waters_ethnic_1994">(<a href="#/references" role="doc-biblioref" onclick="">Waters 1994, 797</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 1101</div> 1102</div> 1103</section> 1104<section id="intraracial-divisions-1" class="slide level2"> 1105<h2>Intraracial Divisions</h2> 1106<p><br></p> 1107<div class="elegant-quote"> 1108<p>The first generation believes that their status as foreign-born blacks is higher than American blacks, and <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">they tend to accentuate their identities as immigrants. Their accent is usually a clear and unambiguous signal to other Americans that they are foreign born</span>.</p> 1109<p><span class="citation" data-cites="waters_ethnic_1994">(<a href="#/references" role="doc-biblioref" onclick="">Waters 1994, 797â98</a>
1109, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 1110</div> 1111</section> 1112<section id="intraracial-divisions-2" class="slide level2"> 1113<h2>Intraracial Divisions</h2> 1114<div style="margin-top: 40px;"> 1115 1116</div> 1117<div class="elegant-quote"> 1118<p>The dilemma facing the second generation is that they grow up <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">exposed to the negative opinions voiced by their parents about American blacks and exposed to the belief that whites respond more favorably to foreign-born blacks</span>. But they also realize that because they lack their parentsâ accents and other identifying characteristics, other people, including their peers, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">are likely to identify them as American blacks. How does the second generation handle this dilemma?</span></p> 1119<p><span class="citation" data-cites="waters_ethnic_1994">(<a href="#/references" role="doc-biblioref" onclick="">Waters 1994, 798</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 1120</div> 1121</section></section> 1122<section> 1123<section id="applying-assimilation-theory" class="title-slide slide level1 center" data-background-color="#43464B"> 1124<h1>Applying Assimilation Theory</h1> 1125 1126</section> 1127<section id="subverting-the-straight-line" class="slide level2"> 1128<h2>Subverting the Straight Line?</h2> 1129<div class="elegant-quote"> 1130<div class="shrinker-plus"> 1131<p>(<em>The</em>) âstraight lineâ assimilation model assumes that with each succeeding generation the groups become more similar to mainstream Americans and more economically successful ⦠<span style="color: white; background-color: #5d3c85; padding: 1px 5px;">However, the situation faced by immigrant blacks in the 1990s differs in many of the background assumptions of the straight line model. The immigrants do not enter a society that assumes an undifferentiated monolithic American culture, but rather a consciously pluralistic society in which a variety of subcultures and racial and ethnic identities coexist. In fact, if these immigrants assimilate they assimilate to being not just Americans but black Americans</span>. It is generally believed by the immigrants that it is higher social status to be an immigrant black than to be an American black.</p> 1132<p><span class="citation" data-cites="waters_ethnic_1994">(<a href="#/references" role="doc-biblioref" onclick="">Waters 1994, 798</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 1133</div> 1134</div> 1135</section> 1136<section id="subverting-the-straight-line-1" class="slide level2"> 1137<h2>Subverting the Straight Line?</h2> 1138<div style="margin-top: 20px;"> 1139 1140</div> 1141<div class="augmenter-mini"> 1142<p>There are, to be sure, other important differences that distinguish the America that inspired <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>straight-line theory</em></strong></span> from the America that <em>most</em> Black immigrants encountered in the post-1965 eraâ</p> 1143<div style="text-align: center;"> 1144<div> 1145<ul> 1146<li class="fragment"><p>Different <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>economic and structural conditions</em></strong></span> for <em>all</em> workers.</p></li> 1147<li class="fragment"><p>More <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>heterogeneity</em></strong></span> in the human capital profile(s) of immigrant-origin subpopulations.</p></li> 1148<li class="fragment"><p>More durable and deeply entrenched forms of <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong>residential segregation</strong></span> (i.e., along racial lines).</p></li> 1149</ul> 1150</div> 1151</div> 1152</div> 1153</section></section> 1154<section> 1155<section id="group-discussion-iv" class="title-slide slide level1 center" data-background-color="#43464B"> 1156<h1>Group Discussion IV</h1> 1157 1158</section> 1159<section id="applying-segmented-assimilation-theory" class="slide level2"> 1160<h2>Applying Segmented Assimilation Theory</h2> 1161<div class="center-text"> 1162<div class="augmenter"> 1163<p>How does Waters <span class="citation" data-cites="waters_ethnic_1994">(<a href="#/references" role="doc-biblioref" onclick="">1994</a>)</span> draw on <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>
1163segmented assimilation theory</em></strong></span>âas well as Gansâ <span class="citation" data-cites="gans_secondgeneration_1992">(<a href="#/references" role="doc-biblioref" onclick="">1992</a>)</span> work on <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>second generation decline</em></strong></span>âto understand the ethno-racial identities of her interviewees?<br>Discuss in groups of 2-3.</p> 1164</div> 1165</div> 1166</section></section> 1167<section> 1168<section id="identificational-patterns" class="title-slide slide level1 center" data-background-color="#43464B"> 1169<h1>Identificational Patterns</h1> 1170 1171</section> 1172<section id="three-general-types" class="slide level2"> 1173<h2>Three General Types</h2> 1174<div style="margin-top: 30px;"> 1175 1176</div> 1177<div class="augmenter"> 1178<p>Waters <span class="citation" data-cites="waters_ethnic_1994">(<a href="#/references" role="doc-biblioref" onclick="">1994</a>)</span> identifies three <em>general kinds</em> of identificational profiles that her interviewees acquiredâ</p> 1179<div style="text-align: center;"> 1180<div> 1181<ul> 1182<li class="fragment"><p><span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>Black American</em></strong></span></p></li> 1183<li class="fragment"><p><span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>Ethnic American</em></strong></span> (e.g., Jamaican American)</p></li> 1184<li class="fragment"><p><span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>Immigrant</em></strong></span> (e.g., Haitian)</p></li> 1185</ul> 1186</div> 1187</div> 1188</div> 1189</section> 1190<section id="three-general-types-1" class="slide level2 nostretch"> 1191<h2>Three General Types</h2> 1192<h4 id="a-stylized-illustration"><span style="color:#a9a9a9;">A Stylized Illustration</span></h4> 1193<div style="margin-top: -33.5px;"> 1194 1195</div> 1196<div class="quarto-figure quarto-figure-center"> 1197<figure> 1198<p><img data-src="./media/stylized_identities.svg" class="quarto-figure quarto-figure-center" style="width:55.0%"></p> 1199</figure> 1200</div> 1201</section> 1202<section id="three-general-types-2" class="slide level2"> 1203<h2>Three General Types</h2> 1204<div class="panel-tabset"> 1205<ul id="tabset-1" class="panel-tabset-tabby"><li><a data-tabby-default="" href="#tabset-1-1">Ethnic-Identified</a></li><li><a href="#tabset-1-2">American-Identified</a></li><li><a href="#tabset-1-3">Immigrant-Identified</a></li></ul> 1206<div class="tab-content"> 1207<div id="tabset-1-1"> 1208<div class="quote-block"> 1209<div class="shrinker"> 1210<p>In general, the <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">ethnic-identified teens agreed with their parents and reported seeing a strong difference between themselves and black Americans</span>, stressing that being black is not synonymous with being black American. They accept their parentsâ and the wider societyâs negative portrayals of poor blacks and wanted to avoid any chance that they will be identified with them.</p> 1211<p><span class="citation" data-cites="waters_ethnic_1994">(<a href="#/references" role="doc-biblioref" onclick="">Waters 1994, 805</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 1212</div> 1213</div> 1214</div> 1215<div id="tabset-1-2"> 1216<div class="quote-block"> 1217<div class="shrinker-plus"> 1218<p>The American-identified second-generation teenagers ⦠follow a path which is more similar to the model posed in the straight line theory. They stress that they are American because they were born here, and they are disdainful of their parentsâ lack of understanding of the American social system. <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">Instead of rejecting the black American culture, it becomes their peer culture and they embrace many aspects of it. This brings them in conflict with their parentsâ generation, most especially with their parentsâ understandings of American blacks</span>. The assimilation to America that they undergo is most definitely to black America; they speak black English with their peers, they listen to rap music, and they accept the peer culture of their black American friends</p> 1219<p><span class="citation" data-cites="waters_ethnic_1994">(<a href="#/references" role="doc-biblioref" onclick="">Waters 1994, 807</a>
1219, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 1220</div> 1221</div> 1222</div> 1223<div id="tabset-1-3"> 1224<div class="quote-block"> 1225<div class="shrinker"> 1226<p>The more recently arrived young people who are still immigrant-identified differed from both the ethnic and the American-identified youth. <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">They did not feel as much pressure to âchooseâ between identifying with or distancing from black Americans as did either the American or the ethnic teens</span>. Strong in their identities with their own or their parentsâ national origins, <span style="color: white; background-color: #5d3c85; padding: 1px 5px;">they were neutral toward American distinctions between ethnics and black Americans. They tended to stress their nationality or their birthplace as defining their identity</span>.</p> 1227<p><span class="citation" data-cites="waters_ethnic_1994">(<a href="#/references" role="doc-biblioref" onclick="">Waters 1994, 809â10</a>, <span style="font-size: 55%; font-family: Red Hat Display; color: white; background-color: #5d3c85"><strong>EMPHASIS ADDED</strong></span>)</span></p> 1228</div> 1229</div> 1230</div> 1231</div> 1232</div> 1233</section></section> 1234<section> 1235<section id="group-exercise" class="title-slide slide level1 center" data-background-color="#43464B"> 1236<h1>Group Exercise</h1> 1237 1238</section> 1239<section id="a-class-debate" class="slide level2"> 1240<h2>A Class Debate</h2> 1241<div class="{augmenter}"> 1242<p>In your assigned groups â</p> 1243<div> 1244<ul> 1245<li class="fragment"><p>Discuss the first chapter in Orly Clergéâs <span class="citation" data-cites="clerge_new_2019">(<a href="#/references" role="doc-biblioref" onclick="">2019</a>)</span> <em>The New Noir</em>.</p></li> 1246<li class="fragment"><p>Specifically, discuss how Clergé <span class="citation" data-cites="clerge_new_2019">(<a href="#/references" role="doc-biblioref" onclick="">2019</a>)</span> uses the concept of <em>diaspora</em> to push back against the assimilation paradigm.</p></li> 1247<li class="fragment"><p>As a group, develop a comprehensive argument <em>in line</em> with your assigned âpositionâ on the persuasiveness of Clergéâs critique of <span style="color: white; background-color: #5d3c85; padding: 1px 5px;"><strong><em>assimilation theory</em></strong></span>.</p></li> 1248</ul> 1249</div> 1250<div style="text-align: center; font-size: 105%;"> 1251<div class="fragment"> 1252<p>After some quick presentations, groups will reconvene to critically<br>assess the claims put forward by the âcompetition.â</p> 1253</div> 1254</div> 1255</div> 1256</section></section> 1257<section> 1258<section id="see-you-soon" class="title-slide slide level1 center" data-background-color="#43464B"> 1259<h1>See You Soon</h1> 1260 1261</section> 1262<section id="references" class="slide level2 smaller scrollable"> 1263<h2>References</h2> 1264<p><span style="color: #9c9c9c; font-size:95%;"><strong>Note</strong>: Scroll <svg aria-hidden="true" role="img" viewbox="0 0 384 512" style="height:1em;width:0.75em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#5d3c85;overflow:visible;position:relative;"><path d="M169.4 470.6c12.5 12.5 32.8 12.5 45.3 0l160-160c12.5-12.5 12.5-32.8 0-45.3s-32.8-12.5-45.3 0L224 370.8 224 64c0-17.7-14.3-32-32-32s-32 14.3-32 32l0 306.7L54.6 265.4c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3l160 160z"></path></svg> to access the entire bibliography</span></p> 1265<div class="quarto-auto-generated-content"> 1266<p><img src="media/amherst seal.png" class="slide-logo"></p> 1267<div class="footer footer-default"> 1268 1269</div> 1270</div> 1271<div id="refs" class="references csl-bib-body hanging-indent" data-entry-spacing="0" role="list"> 1272<div id="ref-bonikowski_partisan_2021" class="csl-entry" role="listitem"> 1273Bonikowski, Bart, Yuval Feinstein, and Sean Bock. 2021. <span>âThe <span>Partisan</span> <span>Sorting</span> of <span>â<span>America</span>â</span>: <span>How</span> <span>Nationalist</span> <span>Cleavages</span> <span>Shaped</span> the 2016 <span>U</span>.<span>S</span>. <span>Presidential</span> <span>Election</span>.â</span> <em>American Journal of Sociology</em> 127 (2): 492â561. <a href="https://doi.org/10.1086/717103">https://doi.org/10.1086/717103</a>. 1274</div> 1275<div id="ref-brubaker_ethnicity_2004" class="csl-entry" role="listitem"> 1276Brubaker, Rogers, Mara Loveman, and Peter Stamatov. 2004. <span>âEthnicity as <span>Cognition</span>.â</span> <em>Theory and Society</em> 33 (1): 31â64. <a href="http://www.jstor.org/stable/4144890">http://www.jstor.org/stable/4144890</a>. 1277</div> 1278<div id="ref-clerge_new_2019" class="csl-entry" role="listitem"> 1279Clergé, Orly. 2019. <em>The <span>New</span> <span>Noir</span>: <span>Race</span>, <span>Identity</span>, and <span>Diaspora</span> in <span>Black</span> <span>Suburbia</span></em>. University of California Press. <a href="https://doi.org/10.1525/9780520969131">https://doi.org/10.1525/9780520969131</a>. 1280</div> 1281<div id="ref-foner_race_1985" class="csl-entry" role="listitem"> 1282Foner, Nancy. 1985. <span>âRace and <span>Color</span>: <span>Jamaican</span> <span>Migrants</span> in <span>London</span> and <span>New</span> <span>York</span> <span>City</span>.â</span> <em>International Migration Review</em> 19 (4): 708â27. <a href="https://doi.org/10.1177/0197918385019004
128203">https://doi.org/10.1177/019791838501900403</a>. 1283</div> 1284<div id="ref-gans_secondgeneration_1992" class="csl-entry" role="listitem"> 1285Gans, Herbert J. 1992. <span>âSecondâgeneration Decline: <span>Scenarios</span> for the Economic and Ethnic Futures of the Postâ1965 <span>American</span> Immigrants.â</span> <em>Ethnic and Racial Studies</em> 15 (2): 173â92. <a href="https://doi.org/10.1080/01419870.1992.9993740">https://doi.org/10.1080/01419870.1992.9993740</a>. 1286</div> 1287<div id="ref-hamilton2019immigration" class="csl-entry" role="listitem"> 1288Hamilton, Tod G. 2019. <em>Immigration and the Remaking of Black America</em>. New York: Russell Sage Foundation. 1289</div> 1290<div id="ref-hamilton_black_2020" class="csl-entry" role="listitem"> 1291âââ. 2020. <span>âBlack <span>Immigrants</span> and the <span>Changing</span> <span>Portrait</span> of <span>Black</span> <span>America</span>.â</span> <em>Annual Review of Sociology</em> 46 (Volume 46, 2020): 295â313. <a href="https://doi.org/10.1146/annurev-soc-121919-054728">https://doi.org/10.1146/annurev-soc-121919-054728</a>. 1292</div> 1293<div id="ref-kasinitz1992caribbean" class="csl-entry" role="listitem"> 1294Kasinitz, Philip. 1992. <em>Caribbean New York: Black Immigrants and the Politics of Race</em>. Ithaca, New York: Cornell University Press. 1295</div> 1296<div id="ref-lukk_politics_2024" class="csl-entry" role="listitem"> 1297Lukk, Martin. 2024. <span>âPolitics of <span>Boundary</span> <span>Consolidation</span>: <span>Income</span> <span>Inequality</span>, <span>Ethnonationalism</span>, and <span>Radical</span>-<span>Right</span> <span>Voting</span>.â</span> <em>Socius</em> 10 (January): 23780231241251714. <a href="https://doi.org/10.1177/23780231241251714">https://doi.org/10.1177/23780231241251714</a>. 1298</div> 1299<div id="ref-reid_1939" class="csl-entry" role="listitem"> 1300Reid, Ira De A. 1939. <em>The Negro Immigrant: His Background, Characteristics and Social Adjustment, 1899â1937</em>. New York: Columbia University Press. <a href="https://doi.org/doi:10.7312/reid93840">https://doi.org/doi:10.7312/reid93840</a>. 1301</div> 1302<div id="ref-waters_ethnic_1994" class="csl-entry" role="listitem"> 1303Waters, Mary C. 1994. <span>âEthnic and <span>Racial</span> <span>Identities</span> of <span>Second</span>-<span>Generation</span> <span>Black</span> <span>Immigrants</span> in <span>New</span> <span>York</span> <span>City</span>.â</span> <em>The International Migration Review</em> 28 (4): 795â820. <a href="https://doi.org/10.2307/2547158">https://doi.org/10.2307/2547158</a>. 1304</div> 1305<div id="ref-waters1999" class="csl-entry" role="listitem"> 1306âââ. 1999. <em>Black Identities: West Indian Immigrant Dreams and American Realities</em>. New York: Russell Sage Foundation. 1307</div> 1308</div> 1309</section></section> 1310 </div> 1311 </div> 1312 1313
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1329 1330 1331
1331<script> 1332 1333 // Full list of configuration options available at: 1334 // https://revealjs.com/config/ 1335 Reveal.initialize({ 1336'controlsAuto': true, 1337'previewLinksAuto': true, 1338'pdfSeparateFragments': false, 1339'autoAnimateEasing': "ease", 1340'autoAnimateDuration': 1, 1341'autoAnimateUnmatched': true, 1342'menu': {"side":"left","useTextContentForMissingTitles":true,"markers":false,"loadIcons":false,"custom":[{"title":"Tools","icon":"<i class=\"fas fa-gear\"></i>","content":"<ul class=\"slide-menu-items\">\n<li class=\"slide-tool-item active\" data-item=\"0\"><a href=\"#\" onclick=\"RevealMenuToolHandlers.fullscreen(event)\"><kbd>f</kbd> Fullscreen</a></li>\n<li class=\"slide-tool-item\" data-item=\"1\"><a href=\"#\" onclick=\"RevealMenuToolHandlers.speakerMode(event)\"><kbd>s</kbd> Speaker View</a></li>\n<li class=\"slide-tool-item\" data-item=\"2\"><a href=\"#\" onclick=\"RevealMenuToolHandlers.overview(event)\"><kbd>o</kbd> Slide Overview</a></li>\n<li class=\"slide-tool-item\" data-item=\"3\"><a href=\"#\" onclick=\"RevealMenuToolHandlers.togglePdfExport(event)\"><kbd>e</kbd> PDF Export Mode</a></li>\n<li class=\"slide-tool-item\" data-item=\"4\"><a href=\"#\" onclick=\"RevealMenuToolHandlers.toggleChalkboard(event)\"><kbd>b</kbd> Toggle Chalkboard</a></li>\n<li class=\"slide-tool-item\" data-item=\"5\"><a href=\"#\" onclick=\"RevealMenuToolHandlers.toggleNotesCanvas(event)\"><kbd>c</kbd> Toggle Notes Canvas</a></li>\n<li class=\"slide-tool-item\" data-item=\"6\"><a href=\"#\" onclick=\"RevealMenuToolHandlers.downloadDrawings(event)\"><kbd>d</kbd> Download Drawings</a></li>\n<li class=\"slide-tool-item\" data-item=\"7\"><a href=\"#\" onclick=\"RevealMenuToolHandlers.keyboardHelp(event)\"><kbd>?</kbd> Keyboard Help</a></li>\n</ul>"}],"openButton":true,"numbers":true,"width":"wide"}, 1343'chalkboard': {"buttons":true}, 1344'smaller': false, 1345 1346 // Display controls in the bottom right corner 1347 controls: false, 1348 1349 // Help the user learn the controls by providing hints, for example by 1350 // bouncing the down arrow when they first encounter a vertical slide 1351 controlsTutorial: false, 1352 1353 // Determines where controls appear, "edges" or "bottom-right" 1354 controlsLayout: 'edges', 1355 1356 // Visibility rule for backwards navigation arrows; "faded", "hidden" 1357 // or "visible" 1358 controlsBackArrows: 'faded', 1359 1360 // Display a presentation progress bar 1361 progress: true, 1362 1363 // Display the page number of the current slide 1364 slideNumber: false, 1365 1366 // 'all', 'print', or 'speaker' 1367 showSlideNumber: 'all', 1368 1369 // Add the current slide number to the URL hash so that reloading the 1370 // page/copying the URL will return you to the same slide 1371 hash: true, 1372 1373 // Start with 1 for the hash rather than 0 1374 hashOneBasedIndex: false, 1375 1376 // Flags if we should monitor the hash and change slides accordingly 1377 respondToHashChanges: true, 1378 1379 // Push each slide change to the browser history 1380 history: true, 1381 1382 // Enable keyboard shortcuts for navigation 1383 keyboard: true, 1384 1385 // Enable the slide overview mode 1386 overview: true, 1387 1388 // Disables the default reveal.js slide layout (scaling and centering) 1389 // so that you can use custom CSS layout 1390 disableLayout: false, 1391 1392 // Vertical centering of slides 1393 center: false, 1394 1395 // Enables touch navigation on devices with touch input 1396 touch: true, 1397 1398 // Loop the presentation 1399 loop: false, 1400 1401 // Change the presentation direction to be RTL 1402 rtl: false, 1403 1404 // see https://revealjs.com/vertical-slides/#navigation-mode 1405 navigationMode: 'linear', 1406 1407 // Randomizes the order of slides each time the presentation loads 1408 shuffle: false, 1409 1410 // Turns fragments on and off globally 1411 fragments: true, 1412 1413 // Flags whether to include the current fragment in the URL, 1414 // so that reloading brings you to the same fragment position 1415 fragmentInURL: false, 1416 1417 // Flags if the presentation is running in an embedded mode, 1418 // i.e. contained within a limited portion of the screen 1419 embedded: false, 1420 1421 // Flags if we should show a help overlay when the questionmark 1422 // key is pressed 1423 help: true, 1424 1425 // Flags if it should be possible to pause the presentation (blackout) 1426 pause: true, 1427 1428 // Flags if speaker notes should be visible to all viewers 1429 showNotes: false, 1430 1431 // Global override for autoplaying embedded media (null/true/false) 1432 autoPlayMedia: null, 1433 1434 // Global override for preloading lazy-loaded iframes (null/true/false) 1435 preloadIframes: null, 1436 1437 // Number of milliseconds between automatically proceeding to the
1438 // next slide, disabled when set to 0, this value can be overwritten 1439 // by using a data-autoslide attribute on your slides 1440 autoSlide: 0, 1441 1442 // Stop auto-sliding after user input 1443 autoSlideStoppable: true, 1444 1445 // Use this method for navigation when auto-sliding 1446 autoSlideMethod: null, 1447 1448 // Specify the average time in seconds that you think you will spend 1449 // presenting each slide. This is used to show a pacing timer in the 1450 // speaker view 1451 defaultTiming: null, 1452 1453 // Enable slide navigation via mouse wheel 1454 mouseWheel: false, 1455 1456 // The display mode that will be used to show slides 1457 display: 'block', 1458 1459 // Hide cursor if inactive 1460 hideInactiveCursor: true, 1461 1462 // Time before the cursor is hidden (in ms) 1463 hideCursorTime: 5000, 1464 1465 // Opens links in an iframe preview overlay 1466 previewLinks: false, 1467 1468 // Transition style (none/fade/slide/convex/concave/zoom) 1469 transition: 'none', 1470 1471 // Transition speed (default/fast/slow) 1472 transitionSpeed: 'default', 1473 1474 // Transition style for full page slide backgrounds 1475 // (none/fade/slide/convex/concave/zoom) 1476 backgroundTransition: 'none', 1477 1478 // Number of slides away from the current that are visible 1479 viewDistance: 3, 1480 1481 // Number of slides away from the current that are visible on mobile 1482 // devices. It is advisable to set this to a lower number than 1483 // viewDistance in order to save resources. 1484 mobileViewDistance: 2, 1485 1486 // The "normal" size of the presentation, aspect ratio will be preserved 1487 // when the presentation is scaled to fit different resolutions. Can be 1488 // specified using percentage units. 1489 width: 1050, 1490 1491 height: 700, 1492 1493 // Factor of the display size that should remain empty around the content 1494 margin: 0.1, 1495 1496 math: { 1497 mathjax: 'https://cdnjs.cloudflare.com/ajax/libs/mathjax/2.7.0/MathJax.js', 1498 config: 'TeX-AMS_HTML-full', 1499 tex2jax: { 1500 inlineMath: [['\\(','\\)']], 1501 displayMath: [['\\[','\\]']], 1502 balanceBraces: true, 1503 processEscapes: false, 1504 processRefs: true, 1505 processEnvironments: true, 1506 preview: 'TeX', 1507 skipTags: ['script','noscript','style','textarea','pre','code'], 1508 ignoreClass: 'tex2jax_ignore', 1509 processClass: 'tex2jax_process' 1510 }, 1511 }, 1512 1513 // reveal.js plugins 1514 plugins: [QuartoLineHighlight, PdfExport, RevealMenu, RevealChalkboard, RevealAttribution, QuartoSupport, 1515 1516 RevealMath, 1517 RevealNotes, 1518 RevealSearch, 1519 RevealZoom 1520 ] 1521 }); 1522 </script>
1522 1523 1524
1524<script> 1525 // htmlwidgets need to know to resize themselves when slides are shown/hidden. 1526 // Fire the "slideenter" event (handled by htmlwidgets.js) when the current 1527 // slide changes (different for each slide format). 1528 (function () { 1529 // dispatch for htmlwidgets 1530 function fireSlideEnter() { 1531 const event = window.document.createEvent("Event"); 1532 event.initEvent("slideenter", true, true); 1533 window.document.dispatchEvent(event); 1534 } 1535 1536 function fireSlideChanged(previousSlide, currentSlide) { 1537 fireSlideEnter(); 1538 1539 // dispatch for shiny 1540 if (window.jQuery) { 1541 if (previousSlide) { 1542 window.jQuery(previousSlide).trigger("hidden"); 1543 } 1544 if (currentSlide) { 1545 window.jQuery(currentSlide).trigger("shown"); 1546 } 1547 } 1548 } 1549 1550 // hookup for slidy 1551 if (window.w3c_slidy) { 1552 window.w3c_slidy.add_observer(function (slide_num) { 1553 // slide_num starts at position 1 1554 fireSlideChanged(null, w3c_slidy.slides[slide_num - 1]); 1555 }); 1556 } 1557 1558 })(); 1559 </script>
1559 1560 1561
1561<script id="quarto-html-after-body" type="application/javascript"> 1562 window.document.addEventListener("DOMContentLoaded", function (event) { 1563 const toggleBodyColorMode = (bsSheetEl) => { 1564 const mode = bsSheetEl.getAttribute("data-mode"); 1565 const bodyEl = window.document.querySelector("body"); 1566 if (mode === "dark") { 1567 bodyEl.classList.add("quarto-dark"); 1568 bodyEl.classList.remove("quarto-light"); 1569 } else { 1570 bodyEl.classList.add("quarto-light"); 1571 bodyEl.classList.remove("quarto-dark"); 1572 } 1573 } 1574 const toggleBodyColorPrimary = () => { 1575 const bsSheetEl = window.document.querySelector("link#quarto-bootstrap"); 1576 if (bsSheetEl) { 1577 toggleBodyColorMode(bsSheetEl); 1578 } 1579 } 1580 toggleBodyColorPrimary(); 1581 const tabsets = window.document.querySelectorAll(".panel-tabset-tabby") 1582 tabsets.forEach(function(tabset) { 1583 const tabby = new Tabby('#' + tabset.id); 1584 }); 1585 const isCodeAnnotation = (el) => { 1586 for (const clz of el.classList) { 1587 if (clz.startsWith('code-annotation-')) { 1588 return true; 1589 } 1590 } 1591 return false; 1592 } 1593 const onCopySuccess = function(e) { 1594 // button target 1595 const button = e.trigger; 1596 // don't keep focus 1597 button.blur(); 1598 // flash "checked" 1599 button.classList.add('code-copy-button-checked'); 1600 var currentTitle = button.getAttribute("title"); 1601 button.setAttribute("title", "Copied!"); 1602 let tooltip; 1603 if (window.bootstrap) { 1604 button.setAttribute("data-bs-toggle", "tooltip"); 1605 button.setAttribute("data-bs-placement", "left"); 1606 button.setAttribute("data-bs-title", "Copied!"); 1607 tooltip = new bootstrap.Tooltip(button, 1608 { trigger: "manual", 1609 customClass: "code-copy-button-tooltip", 1610 offset: [0, -8]}); 1611 tooltip.show(); 1612 } 1613 setTimeout(function() { 1614 if (tooltip) { 1615 tooltip.hide(); 1616 button.removeAttribute("data-bs-title"); 1617 button.removeAttribute("data-bs-toggle"); 1618 button.removeAttribute("data-bs-placement"); 1619 } 1620 button.setAttribute("title", currentTitle); 1621 button.classList.remove('code-copy-button-checked'); 1622 }, 1000); 1623 // clear code selection 1624 e.clearSelection(); 1625 } 1626 const getTextToCopy = function(trigger) { 1627 const codeEl = trigger.previousElementSibling.cloneNode(true); 1628 for (const childEl of codeEl.children) { 1629 if (isCodeAnnotation(childEl)) { 1630 childEl.remove(); 1631 } 1632 } 1633 return codeEl.innerText; 1634 } 1635 const clipboard = new window.ClipboardJS('.code-copy-button:not([data-in-quarto-modal])', { 1636 text: getTextToCopy 1637 }); 1638 clipboard.on('success', onCopySuccess); 1639 if (window.document.getElementById('quarto-embedded-source-code-modal')) { 1640 // For code content inside modals, clipBoardJS needs to be initialized with a container option 1641 // TODO: Check when it could be a function (https://github.com/zenorocha/clipboard.js/issues/860) 1642 const clipboardModal = new window.ClipboardJS('.code-copy-button[data-in-quarto-modal]', { 1643 text: getTextToCopy, 1644 container: window.document.getElementById('quarto-embedded-source-code-modal') 1645 }); 1646 clipboardModal.on('success', onCopySuccess); 1647 } 1648 var localhostRegex = new RegExp(/^(?:http|https):\/\/localhost\:?[0-9]*\//); 1649 var mailtoRegex = new RegExp(/^mailto:/); 1650 var filterRegex = new RegExp('/' + window.location.host + '/'); 1651 var isInternal = (href) => { 1652 return filterRegex.test(href) || localhostRegex.test(href) || mailtoRegex.test(href); 1653 } 1654 // Inspect non-navigation links and adorn them if external 1655 var links = window.document.querySelectorAll('a[href]:not(.nav-link):not(.navbar-brand):not(.toc-action):not(.sidebar-link):not(.sidebar-item-toggle):not(.pagination-link):not(.no-external):not([aria-hidden]):not(.dropdown-item):not(.quarto-navigation-tool):not(.about-link)'); 1656 for (var i=0; i<links.length; i++) { 1657 const link = links[i]; 1658 if (!isInternal(link.href)) { 1659 // undo the damage that might have been done by quarto-nav.js in the case of 1660 // links that we want to consider external 1661 if (link.dataset.originalHref !== undefined) { 1662 link.href = link.dataset.originalHref; 1663 } 1664 // default icon 1665 link.classList.add("external"); 1666 } 1667 } 1668 function tippyHover(el, contentFn, onTriggerFn, onUntriggerFn) { 1669 const config = { 1670 allowHTML: true, 1671 maxWidth: 500, 1672 delay: 100,
1673 arrow: false, 1674 appendTo: function(el) { 1675 return el.closest('section.slide') || el.parentElement; 1676 }, 1677 interactive: true, 1678 interactiveBorder: 10, 1679 theme: 'light-border', 1680 placement: 'bottom-start', 1681 }; 1682 if (contentFn) { 1683 config.content = contentFn; 1684 } 1685 if (onTriggerFn) { 1686 config.onTrigger = onTriggerFn; 1687 } 1688 if (onUntriggerFn) { 1689 config.onUntrigger = onUntriggerFn; 1690 } 1691 config['offset'] = [0,0]; 1692 config['maxWidth'] = 700; 1693 window.tippy(el, config); 1694 } 1695 const noterefs = window.document.querySelectorAll('a[role="doc-noteref"]'); 1696 for (var i=0; i<noterefs.length; i++) { 1697 const ref = noterefs[i]; 1698 tippyHover(ref, function() { 1699 // use id or data attribute instead here 1700 let href = ref.getAttribute('data-footnote-href') || ref.getAttribute('href'); 1701 try { href = new URL(href).hash; } catch {} 1702 const id = href.replace(/^#\/?/, ""); 1703 const note = window.document.getElementById(id); 1704 if (note) { 1705 return note.innerHTML; 1706 } else { 1707 return ""; 1708 } 1709 }); 1710 } 1711 let selectedAnnoteEl; 1712 const selectorForAnnotation = ( cell, annotation) => { 1713 let cellAttr = 'data-code-cell="' + cell + '"'; 1714 let lineAttr = 'data-code-annotation="' + annotation + '"'; 1715 const selector = 'span[' + cellAttr + '][' + lineAttr + ']'; 1716 return selector; 1717 } 1718 const selectCodeLines = (annoteEl) => { 1719 const doc = window.document; 1720 const targetCell = annoteEl.getAttribute("data-target-cell"); 1721 const targetAnnotation = annoteEl.getAttribute("data-target-annotation"); 1722 const annoteSpan = window.document.querySelector(selectorForAnnotation(targetCell, targetAnnotation)); 1723 const lines = annoteSpan.getAttribute("data-code-lines").split(","); 1724 const lineIds = lines.map((line) => { 1725 return targetCell + "-" + line; 1726 }) 1727 let top = null; 1728 let height = null; 1729 let parent = null; 1730 if (lineIds.length > 0) { 1731 //compute the position of the single el (top and bottom and make a div) 1732 const el = window.document.getElementById(lineIds[0]); 1733 top = el.offsetTop; 1734 height = el.offsetHeight; 1735 parent = el.parentElement.parentElement; 1736 if (lineIds.length > 1) { 1737 const lastEl = window.document.getElementById(lineIds[lineIds.length - 1]); 1738 const bottom = lastEl.offsetTop + lastEl.offsetHeight; 1739 height = bottom - top; 1740 } 1741 if (top !== null && height !== null && parent !== null) { 1742 // cook up a div (if necessary) and position it 1743 let div = window.document.getElementById("code-annotation-line-highlight"); 1744 if (div === null) { 1745 div = window.document.createElement("div"); 1746 div.setAttribute("id", "code-annotation-line-highlight"); 1747 div.style.position = 'absolute'; 1748 parent.appendChild(div); 1749 } 1750 div.style.top = top - 2 + "px"; 1751 div.style.height = height + 4 + "px"; 1752 div.style.left = 0; 1753 let gutterDiv = window.document.getElementById("code-annotation-line-highlight-gutter"); 1754 if (gutterDiv === null) { 1755 gutterDiv = window.document.createElement("div"); 1756 gutterDiv.setAttribute("id", "code-annotation-line-highlight-gutter"); 1757 gutterDiv.style.position = 'absolute'; 1758 const codeCell = window.document.getElementById(targetCell); 1759 const gutter = codeCell.querySelector('.code-annotation-gutter'); 1760 gutter.appendChild(gutterDiv); 1761 } 1762 gutterDiv.style.top = top - 2 + "px"; 1763 gutterDiv.style.height = height + 4 + "px"; 1764 } 1765 selectedAnnoteEl = annoteEl; 1766 } 1767 }; 1768 const unselectCodeLines = () => { 1769 const elementsIds = ["code-annotation-line-highlight", "code-annotation-line-highlight-gutter"]; 1770 elementsIds.forEach((elId) => { 1771 const div = window.document.getElementById(elId); 1772 if (div) { 1773 div.remove(); 1774 } 1775 }); 1776 selectedAnnoteEl = undefined; 1777 }; 1778 // Handle positioning of the toggle 1779 window.addEventListener( 1780 "resize", 1781 throttle(() => { 1782 elRect = undefined; 1783 if (selectedAnnoteEl) { 1784 selectCodeLines(selectedAnnoteEl); 1785 } 1786 }, 10) 1787 ); 1788 function throttle(fn, ms) { 1789 let throttle = false;
1790 let timer; 1791 return (...args) => { 1792 if(!throttle) { // first call gets through 1793 fn.apply(this, args); 1794 throttle = true; 1795 } else { // all the others get throttled 1796 if(timer) clearTimeout(timer); // cancel #2 1797 timer = setTimeout(() => { 1798 fn.apply(this, args); 1799 timer = throttle = false; 1800 }, ms); 1801 } 1802 }; 1803 } 1804 const annoteTargets = window.document.querySelectorAll('.code-annotation-anchor'); 1805 for (let i=0; i<annoteTargets.length; i++) { 1806 const annoteTarget = annoteTargets[i]; 1807 const targetCell = annoteTarget.getAttribute("data-target-cell"); 1808 const targetAnnotation = annoteTarget.getAttribute("data-target-annotation"); 1809 const contentFn = () => { 1810 const content = window.document.querySelector(selectorForAnnotation(targetCell, targetAnnotation)); 1811 if (content) { 1812 const tipContent = content.cloneNode(true); 1813 tipContent.classList.add("code-annotation-tip-content"); 1814 return tipContent.outerHTML; 1815 } 1816 } 1817 const config = { 1818 allowHTML: true, 1819 content: contentFn, 1820 onShow: (instance) => { 1821 selectCodeLines(instance.reference); 1822 instance.reference.classList.add('code-annotation-active'); 1823 window.tippy.hideAll(); 1824 }, 1825 onHide: (instance) => { 1826 unselectCodeLines(); 1827 instance.reference.classList.remove('code-annotation-active'); 1828 }, 1829 maxWidth: 300, 1830 delay: [50, 0], 1831 duration: [200, 0], 1832 offset: [5, 10], 1833 arrow: true, 1834 trigger: 'click', 1835 appendTo: function(el) { 1836 return el.parentElement.parentElement.parentElement; 1837 }, 1838 interactive: true, 1839 interactiveBorder: 10, 1840 theme: 'light-border', 1841 placement: 'right', 1842 positionFixed: true, 1843 popperOptions: { 1844 modifiers: [ 1845 { 1846 name: 'flip', 1847 options: { 1848 flipVariations: false, // true by default 1849 allowedAutoPlacements: ['right'], 1850 fallbackPlacements: ['right', 'top', 'top-start', 'top-end', 'bottom', 'bottom-start', 'bottom-end', 'left'], 1851 }, 1852 }, 1853 { 1854 name: 'preventOverflow', 1855 options: { 1856 mainAxis: false, 1857 altAxis: false 1858 } 1859 } 1860 ] 1861 } 1862 }; 1863 window.tippy(annoteTarget, config); 1864 } 1865 const findCites = (el) => { 1866 const parentEl = el.parentElement; 1867 if (parentEl) { 1868 const cites = parentEl.dataset.cites; 1869 if (cites) { 1870 return { 1871 el, 1872 cites: cites.split(' ') 1873 }; 1874 } else { 1875 return findCites(el.parentElement) 1876 } 1877 } else { 1878 return undefined; 1879 } 1880 }; 1881 var bibliorefs = window.document.querySelectorAll('a[role="doc-biblioref"]'); 1882 for (var i=0; i<bibliorefs.length; i++) { 1883 const ref = bibliorefs[i]; 1884 const citeInfo = findCites(ref); 1885 if (citeInfo) { 1886 tippyHover(citeInfo.el, function() { 1887 var popup = window.document.createElement('div'); 1888 citeInfo.cites.forEach(function(cite) { 1889 var citeDiv = window.document.createElement('div'); 1890 citeDiv.classList.add('hanging-indent'); 1891 citeDiv.classList.add('csl-entry'); 1892 var biblioDiv = window.document.getElementById('ref-' + cite); 1893 if (biblioDiv) { 1894 citeDiv.innerHTML = biblioDiv.innerHTML; 1895 } 1896 popup.appendChild(citeDiv); 1897 }); 1898 return popup.innerHTML; 1899 }); 1900 } 1901 } 1902 }); 1903 </script>
1903 1904
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1935 1936 1937 1938</body></html>
Line numbers count LF bytes from the start of the resource, as the search results do. Vendor segments are library code the classifier recognised; they are stored but not indexed. Bytes are shown as Latin1 characters, one per byte.