Social and Behavioral Sciences Commons^™

Navigating Their Way In: Non-Hispanic West Indians’ Class Of Admission And Neighborhood Settlement, Kenisha J.A. White

Dissertations, Theses, and Capstone Projects

West Indians in New York City are as segregated today as they were 30 years ago. Not only are they segregated from the city’s Anglo population, but they are also moderately segregated from each other. As of 2019, West Indians were still concentrated in neighborhoods across the North Bronx, Central Brooklyn and South Queens. These were neighborhoods that were regarded as West Indian enclaves back in the 1980s and 1990s. As this project reviews, the experiences of non-Hispanic West Indians in the United States, specifically their neighborhood settlement patterns and the role of race in influencing their integration outcomes, have …

Indigenous Mexicans In New York City: Immigrant Integration, Language Use, And Identity Formation, Leslie A. Martino-Velez

Dissertations, Theses, and Capstone Projects

As indigenous Mexican immigrants migrate, settle, and raise families in the United States, parents, particularly women, and their children increasingly have contact with community institutions, such as schools. Despite their growing numbers in U.S. schools, indigenous children, youth, and their parents are often invisible due to their ethnolinguistic identities and undocumented status. Understanding what parents do to help their children is essential to understanding the first generation's integration and their children, the second generation.

To better understand this, I conducted an ethnographic research study at a bilingual Head Start program in New York City, in East Harlem, where many undocumented …

Humanizing Higher Education: Disrupting Racial Injustice In Teacher Preparation Through Critically Caring Communities, Melissa M. Boronkas

Dissertations, Theses, and Capstone Projects

Institutions of Higher Education have played a foundational role in upholding racial inequities within the teaching profession. Eighty percent of public school teachers in the United States are white and female while more than 50% of the total student population is composed of minoritized students (Boser, 2014; NYSED, 2019a). There is a lack of cultural synchronicity between teachers and students in classrooms which is believed to result in unequal outcomes for minoritized students as compared to their White peers (Ingersoll, May, Collins, 2018). These findings are indicative of an underlying problem: racial and social integration has not been achieved. In …

Group Distinctiveness And Ethnic Identity Among 1.5 And Second-Generation Russian-Speaking Jewish Immigrants In Germany And The U.S., Jay (Koby) Oppenheim

Dissertations, Theses, and Capstone Projects

This study investigates the ethnic identity of the 1.5 and second-generation of Russian-speaking Jewish immigrants to Germany and the U.S. in the most recent wave of immigration. Between 1989 and the mid-2000s, approximately 320,000 Russian-speaking Jewish immigrants departed the (former) Soviet Union for the U.S. and an additional 220,000 moved to Germany. The 1.5 and second-generations have successfully integrated into mainstream institutions, like schools and the workforce, but not the co-ethnic Jewish community in each country. Moreover, Russian-speaking Jewish immigrants are subject to a number of critiques, most prominently, of having a ‘thin culture’ that relies on abstract forms of …