Immigration Study: 'Second Generation' Has Edge

John Mollenkopf

John Mollenkopf, one of the study's three authors, is a professor at City University of New York. Courtesy of Harvard University Press hide caption

itoggle caption Courtesy of Harvard University Press
Mary C. Waters

Mary C. Waters teaches sociology at Harvard University. Ric Bayly hide caption

itoggle caption Ric Bayly
Philip Kasinitz

Philip Kasinitz is a professor of sociology at City University of New York. John Mollenkopf hide caption

itoggle caption John Mollenkopf

In much of the debate over immigration, there is an underlying question: Are today's immigrants assimilating into the mainstream as easily as past generations?

The answer, at least in New York City, is an unqualified "yes," according to the results of a 10-year study involving more than 3,000 young men and women, most of them in their 20s.

John Mollenkopf, a professor at City University of New York and an author of the study, says that if you look at the children of immigrants, "the kids are doing well compared to their parents and also doing well compared to the native-born comparison groups."

The "second generation" project looked at five groups — Russians, Dominicans, South Americans, Chinese and West Indians — and compared them with U.S.-born whites, Puerto Ricans and African-Americans. Researchers found that most in the second generation were fluent in English and working in the mainstream economy. When they looked at economic and educational achievement, they found that West Indians were doing better, in general, than African-Americans; Dominicans were doing better than Puerto Ricans; and the Chinese and the Russians were doing as well as or better than native-born whites.

Because this is New York City and most study participants are the children of people who came to the United States 20 to 30 years ago, their parents either entered legally or found it relatively easy to obtain legal status even if they came illegally.

Legal immigration is more difficult today, and researchers note that this may well change the rate of assimilation. But for these five groups, "what we really find is a very rapid assimilation and becoming American," says Mary Waters of Harvard University, another author of the study, titled Inheriting the City: The Children of Immigrants Come of Age, and recently published as a book.

Inheriting the City also uncovered cultural differences that may give the children of some immigrant groups certain advantages. Many members of this second generation interviewed for this story said their parents had pushed them to succeed academically. This is a common theme in immigrant families, even a stereotype.

Enia Titova, who came from Russia when she was 12, attended Stuyvesant, an elite New York public high school. "In a lot of Russian families, if you don't have a graduate degree, it is frowned upon," she says. "When you get a 96, parents want to know where the other four points went — that's the question, I think, in a lot of immigrant households."

But the researchers also found something unexpected: Some groups, such as Chinese immigrants, knew how to work the system more effectively than others.

"We interviewed one young woman whose mother worked in a garment factory and had very little education," Waters says. "She said her mother didn't even know what Stuyvesant was, but she knew from the other moms in the garment factory — I need to get my kid into this school."

Ling Wu Kong, who came from China when he was 2 and now attends law school, says Waters is correct. "Every time there is a student who maxes out on the SAT, their picture is prominently placed on the front page in the Chinese newspapers," he says. "They give you a pretty good idea of what to expect, so even for people whose parents don't speak English, they are able to navigate the system."

It's a little different for other groups.

Waters says researchers also met Dominican kids who had gotten into Stuyvesant, but whose parents didn't let them go to the school because they would have to take a subway and go across bad neighborhoods to get there.

Cristina Carpio's parents came from Ecuador. Now a medical student, Carpio says she went to Stuyvesant only after persuading her mother to let her go. "During the orientation week, my sister took me to Stuyvesant to ease my mother's fears," she says, adding that her sister told her mother, "Look, she knows how to take the subway, she knows how to do it on her own, she has to go to that school. There is no other way."

The study, funded by the Russell Sage Foundation, found that the children of immigrants in New York City had another big advantage: Many of them continue to live at home with their parents.

Carpio says that when she becomes an intern next year, "I will be moving back home because I can save money on the rent and pay for my loans." And Ling feels it wouldn't be right if he didn't go home. "There is this ideal in the Chinese community, when everyone lives together. I'm living at home now," he says, laughing.

That cultural difference can have huge economic consequences, says Philip Kasinitz, a professor of sociology at City University who also helped write the study. "Black Americans, white Americans and Puerto Ricans seem to share the idea that you must leave home in your teens or early 20s, and that there is something wrong with you if you are still living with your parents in your mid-20s," he says.

In New York, he notes, given real estate values, this can help the children of immigrants get their careers established and finish their education.

Although Inheriting the City paints an optimistic portrait of this second generation, it has some warnings about the situation facing native-born minorities. The researchers also say the children of undocumented immigrants tend to do worse and have a tougher time assimilating. Because legal immigration is tougher to come by today, researchers say they wonder whether the path for the next "second generation" will be as smooth.

Excerpt: 'Inheriting The City'

'Inheriting the City: The Children of Immigrants Come of Age'

Introduction

Immigration is squarely on the American political agenda. With the influx of migrants continuing at high levels, it is destined to remain there. Although its salience as an issue may rise and fall, immigration poses fundamental questions about what it means to be an American and whether the nation can deliver on its historic promise to provide upward mobility to newcomers and their children.

Scholars usually frame the debate in terms of the economic and demographic impacts of high levels of immigration. Yet the broad passions excited by the issue point to deeper concerns about the ways in which mass migration is reshaping American society and culture (Zolberg 2006). Many wonder what sort of Americans the latest immigrants will become and what sort of America will be their legacy—and ours. Even those who think that immigration has a generally benevolent economic impact often worry that the huge numbers of largely nonwhite immigrants who have come to the United States since the mid-1960s will not "assimilate" or will put native born minorities at a further disadvantage.

The answer to the question of what large scale migration will mean for American society, however, lies less with the immigrants themselves than with their ambivalently American children. The March 2005 Current Population Survey (CPS) reported that this new "second generation"— the children of at least one immigrant parent born in the United States or who arrived by the age of 12—accounted for one out of six 18- to 32-year-olds in the nation and one out of four of all Americans under 18. In many ways, they will define how today's immigrant groups become tomorrow's American ethnic groups. In the process, they will not only reshape American racial and ethnic relations but define the character of American social, cultural, and political life.

This book is about their lives. It is the culmination of a decade-long research project by a large team of researchers who interviewed members of the second and 1.5 generations in and around New York City. (We define the second generation as those born in the United States to at least one immigrant parent and the 1.5 generation as those born abroad but who arrived by age 12 and then grew up in the United States.) By looking at what life is like for them and those who will follow them, the project sought to understand the longer term consequences of immigration for American society. Over time, however, it also became a study of what it is like to be a young adult in New York today. We learned about the struggles and joys experienced by young adults coming of age in a tough town, a place of ever-present dangers, of backbreaking competition, but also of extraordinary possibilities.

As such, it is also a book about New York City. This city of "eight million stories" houses more adult immigrants and more children of immigrants than any other city in the United States and its metropolitan area more than anywhere else but Greater Los Angeles. Yet while large scale international migration to Los Angeles did not take place until well into the twentieth century, it has a much longer history in New York. Indeed, the children of immigrants, past and present, have often been seen as the quintessential New Yorkers. Today's second generation grows up among local institutions and attitudes that were shaped by the region's long, deep, and diverse immigrant traditions.

Writing this book has made us more aware of how difficult it can be to grow up in New York, yet how the city can still welcome newcomers. These qualities will no doubt lead some readers to think our research and conclusions apply only to New York. The city's enthusiasts and detractors alike tend to exaggerate its difference from the rest of the United States — an "island off the coast of America," in the words of Spalding Grey. Yet the problems faced by the second generation in New York are pretty much the same as those anywhere else. If New Yorkers have forged distinctive answers to those problems, they may offer positive or negative lessons to the rest of the nation.

Why is it important to assess how New York and the nation are incorporating this new second generation? One reason is sheer numbers. Immigrants and their children now form a majority of the population in New York, Miami, and Los Angeles. According to the March 2005 CPS, 35 percent of all New Yorkers were foreign born, and their native born children constituted another 17 percent. Their presence is even greater among the city's 18- to 32-year-old residents, more than a fifth of whom were born here to immigrant parents; another fifth arrived by age 12 and grew up here, and a final fifth arrived as young adult immigrants. In short, most young adult New Yorkers are of immigrant origin. These trends are even more pronounced among those who are under 18. Thus, even if immigration were to end magically tomorrow, the question of how the children of immigrants will fit into U.S. society would be with us for decades.

Simply put, the children of immigrants are the future of New York and many other parts of the nation.

A second reason to study the children of immigrants involves the future of American ethnic and racial relations. Before 1965, immigrants to the United States were overwhelmingly European. Since then, most have come from other parts of the globe. Given how the United States has historically constructed racial categories, they are not generally regarded as "white." Yet they are not African Americans either. Since the cleavage between the "white" descendants of immigrants and the "black" descendants of American slaves has so strongly marked big cities, the emergence of a large and rapidly growing group that does not fit easily into either of these categories has enormous potential consequences. To a degree, the arrival of this group was presaged by New York's large Puerto Rican population, which is also neither unambiguously white nor unambiguously black. Glazer and Moynihan (1963) suggested that this large "intermediate" group would temper the city's race relations. Since that largely turned out not to be the case, we must be careful about any conclusions we draw from the experience of the new immigrants.

New York City is a rich site for studying how immigration is affecting race relations. Its immigrants are staggeringly diverse, and newcomers have altered the makeup of every racial category. No one group dominates the flow of immigrants to New York as Cubans have in Miami or Mexicans in Los Angeles. About 45 percent of the city's black population are immigrants or the children of immigrants, as are 40 percent of the white population. The same is true of 59 percent of the Hispanic population and 95 percent of the Asian population. Most native Hispanics with native parents are Puerto Ricans who were born on the mainland but whose parents or grandparents migrated from the island, so even they have a strong migrant heritage, though they are all American citizens.

Immigrants are having a huge impact on the city's labor market. Like other American cities, New York incorporated the nineteenth- and early twentieth-century immigrants in part because their arrival coincided with, and fed, the growth of its manufacturing sector, which provided jobs and a living to people with limited education or who did not speak English. Today, many wonder whether a service sector economy that places a premium on education and communication can accommodate new immigrant workers. As the top of the city's household income distribution pulls away from the bottom, others worry that while immigrants may find low wage jobs, their children will lack opportunities for upward mobility in an "hourglass"-shaped economy.

Unlike their predecessors, the children of the current immigrants are becoming American in the midst of continuing immigration. Our understanding of assimilation has been largely shaped by the experience of the descendants of the southern and eastern European immigrants who came to the United States between roughly 1882 and 1924 (Foner 2000, 2005). Their incorporation took place after legislative changes in the

1920s, the Depression, and World War II sharply reduced new immigration. Their children came of age in a context of low immigration with few new arrivals to reinvigorate ties to the old country or to reinforce old country ways. Americanization was further reinforced for many by the experience of serving in the American armed forces in World War II. Today, by contrast, members of the new second generation rub shoulders with recently arrived immigrants their own age in the streets, classrooms, and workplaces of New York. There is therefore a good deal less distinction between the first and second generations than in the past (Rumbaut 2004; Waters and Jiménez 2005; Foner and Kasinitz 2007).

Today's second generation also grows up in communities where the parents have more transnational connections than in the past. Modern communications and cheap transportation enable immigrants to remain socially connected to their home communities. Today's transnational immigrants (or "trans/migrants") and their children remain active in social networks that make it possible for them to live in more than one society at a time, perhaps never fully committing to either (Glick Schiller, Basch, and Blanc-Stanton 1992; Portes 1999; Levitt 2001, 2007; Levitt and Waters 2002). New York's immigrant neighborhoods are jammed with businesses selling low cost phone calls and instant money transfers to remote parts of the globe. In every group, some second generation people remain strongly tied to their parents' homelands. They visit often, send money back, and even contemplate settling there. A surprising number of first generation West Indian and Latin American parents "send back" children to live with relatives when the dangers of the New York streets terrify them or they suddenly lose their child-care arrangements. These transnational connections may be quite important to the American lives of the new second generation.

Finally, it is important to study the second generation because so many first generation parents worry about what will happen to their American children. While social scientists cannot automatically accept their view of their community's problems, we should nevertheless take their concerns seriously. Anyone spending time in America's growing immigrant communities will hear parental concern over the second generation. "We are afraid for our kids," we have been told. With a mixture of awe, fear, and disdain, immigrant parents say their children are "becoming American." This is the stuff of sermons in Korean churches, of discussion in Ecuadoran hometown associations, of debate in Chinese newspapers.

Sometimes this is only a vague but nagging fear about cultural loss among people who are otherwise quite happy in America. Jhumpa Lahiri's fictional couple, for example, find themselves inexplicably afraid for their U.S.-born son at Harvard: "So we drive to Cambridge to visit him or bring him home for the weekend so that he can eat rice with us with his hands and speak Bengali, things we sometimes worry he will no longer do after we die" (Lahiri 1999:197). Other times the fear is more pointed. West Indian Brooklynites told Mary Waters that "we are losing our kids to the streets," a shorthand both for the manifold dangers of the American ghetto and for the less well understood but nonetheless frightening impact that being considered a black person in racist America was having on their children (Waters 1999).

This fear is part of the paradox of the immigrant experience. Immigrants come to America to improve their lives and those of their children. Most manage to do just that. They overcome hardships and obstacles to give their children the chance to become Americans. At the same time, parents are often uncomfortable with and anxious about the future of the new Americans they have created. Whether the experience of the immigrant second and 1.5 generations in New York justifies these fears or not is the most important question that we hope this book can answer.

Excerpted from "Inheriting the City: The Children of Immigrants Come of Age." Copyright © 2008. Published by Harvard University Press. All rights reserved.

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