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"Rong, Xue Lan"
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The effects of immigrant generation and ethnicity on educational attainment among young African and Caribbean Blacks in the United States
In this article, the authors analyze 1990 U.S. Census data to examine the combined effects of Generation of U. S. residence (1st, 2nd, and 3rd) and of race and ethnicity (Caribbean Blacks, African Blacks, and European Whites) on youths' total years of schooling and schooling completion at three levels - grammar school, high school, and four- year college. The results from their study show that these youths' educational attainment varies with race and pan-nationality, as well as with generation of residence. Based on their findings, Rong and Brown argue that as racial and ethnic identity is becoming increasingly complicated, educational practitioners need to move away from the conventional notion that equates each racial group with one culture and one ethnic identity. Using classic assimilation and acculturation theories as the framework for their analysis, the authors conclude that educators have to learn more about the process of assimilation and its relationship with youths' schooling and reconsider the common notion that more rapid assimilation is always better for immigrant children's education. (DIPF/orig.)
Journal Article
Educating immigrant students in the 21st century : what educators need to know
This comprehensive new edition clarifies current demographic data on immigration, addresses factors that influence linguistic transition and achievement, and explores evidence-based practices and policies.
eBook
Teaching Newcomers Inclusively: Social Studies in a New Gateway State
We explored social studies teachers’ dispositions towards working with immigrant students in an Atlantic new gateway state. We surveyed 99 middle and high school social studies teachers using the additive versus subtractive models as a theoretical framework. Although teachers’ professional backgrounds and school contexts were connected to teaching inclusively, their academic expectations of immigrant students, their beliefs on assimilation (regarding schools’ and teachers’ roles in maintaining heritage cultures and languages), and their opinions on the effective implementation of school policies concerning immigrant students’ learning were significant contributors to teaching inclusiveness.
Journal Article
The Continuing Decline in Asian American Teachers
The disparity between proportions of Asian American teachers and Asian American students in U. S. elementary and secondary schools has increased, Asian student enrollment having doubled every decade since 1970. As a case example in the composition of the U. S. teaching force, this study focuses on the differing patterns and causes of shortages of minority teachers across varying groups; understanding these differences may contribute to more effective but varied educational policies for recruiting and retaining Asian American and other minority teachers. Using social-demographic data from the U. S. Bureau of the Census and information from the U. S. Department of Education and existing research literature, this study compared the decennial census data of 1990 with 1970 and 1980 data to analyze shortages by U. S. geographic location, Asian nationality, gender, grade level, and immigration status. Causes of shortages are linked to traditional patterns of recruitment in proposing policy recommendations for increasing the number of Asian Americans in teaching.
Journal Article
Socialization and Identity Transformation of Black Immigrant Youth in the United States
The purpose of this article is to synthesize the relevant research literatures in order to conceptualize Black immigrant students' socialization and identity transformation, thereby finding more effective ways to work with this group. Providing Asian immigrant students as a comparison group, this article identifies and analyzes the commonalities and intra- intergroup variations in vulnerabilities, strengths, and resources within youth, family, and immigrant communities. The authors advocate three additive approaches (understanding identity needs, bridging the divisions between Black immigrants and Black Americans, and engaging ethnic communities) that educators may use to help Black immigrant teens in their initial and continuing adaptation to U.S. schools and society.
Journal Article
Ethnicity, Generation, and School Attainment of Asians, Hispanics, and Non-Hispanic Whites
Research on immigration and attainment in U.S. schools typically does not separate out generation of U.S. residence, a critical factor in attainment. This article explores immigrant generation effects (native, child of immigrant, immigrant) on schooling attained for Asians, Hispanics, and non-Hispanic whites, using Current Population Survey data. Previously unpublished cross-sectional data are presented. Regressions predicting school years completed show variable generation-by-ethnicity effects. Asian attainment increases sharply between immigrant and child-of-immigrant generations, leveling off thereafter. Hispanic attainment improves with successive generations of U.S. residence. Non-Hispanic white attainment peaks in the child-of-immigrant generation and declines for later generations.
Journal Article
Is There An Association between Gender and Methods in Sociological Research?
Feminist scholars have proposed that two types of links exist between research methods and gender. Female scholars have been thought to be more likely than males to choose qualitative methods because such methods are compatible with relational and emotional skills stereotypically associated with women. Qualitative approaches also have been thought to be especially appropriate for study of gender issues and women's experiences and to be an effective strategy for correcting androcentric biases in construction of social theory. We examine articles in 10 sociology journals in 1974-83. Most articles have been quantitative, but female authors have used qualitative methods more often than males. Writing about gender increased rather than decreased the likelihood of having used quantitative methods for both women and men. We suggest that papers focusing on gender and also using qualitative methods represented double nonconformity and hence were unlikely candidates for publication in mainstream journals.
Journal Article
From Mentorship to Friendship, Collaboration, and Collegiality
This chapter shows the understanding of how the three relationships-immigrant-host, student-teacher, and demographer-ethnographer and macrosociologist-anthropologist-are tied together. It offers an autoethnography of the experiences of an Asian American scholar, Xue Lan Rong, and her European American colleague, Judith Preissle. Much of the conversation in that initial tutorial focused on the differences between Chinese culture and US culture that required Xue Lan to change her behaviors, perceptions, and expectations of others for friendship and collegiality, teacher-student relationships, and gender relationships. The chapter draws from a contextual-developmental theory defining mentoring as a dynamic, reciprocal association between an advanced career incumbent (the mentor) and a less experienced protege (a mentee) aimed at promoting career development and qualitative identity transformation for both scholars. It speculates about the influences of mentoring across differences on research collaboration, multiple methods research, and what has come to be called interdisciplinarity.
Book Chapter