Tuesdays and Thursdays, 2:00-3:20pm, Fall 2017
Armitage Hall, Room 206
Professor Cati Coe
405-407 Cooper Street, Room 203
Office hours: Tuesdays, 12:30-2:30pm, or by appointment
phone: (856) 225-6455
How does migration affect families and family life, for both those who migrate and those who do not? We explore this question with a particular focus on new forms of immigration to the US since 1965, but we will draw briefly on historical studies of immigration to help us make sense of what is currently going on. We will examine why people migrate, how the US economy has changed due to globalization and the work immigrants find in it, how US immigration law affects immigration patterns, how people create transnational ties across countries, and the effects of immigration on the second generation and beyond.
- To understand the major reasons why people move and to analyze the reasons for a particular immigrant group’s migration (first paper)
- To understand and apply the concept of “transnationalism” in relation to an immigrant group’s settling in a particular location (second paper)
- To write organized, argument-driven papers based on empirical evidence (all papers)
- To appreciate some of the ins and outs of US immigration law in relation to immigration streams and family separation
- To understand how immigration to the US is linked to US foreign policy, the global economy, and the outsourcing of US industries and services.
There is one required book, Deborah Boehm’s Intimate Migrations: Gender, Family, and Illegality among Transnational Migrants, available for purchase at the University District Bookstore and also on reserve at Robeson Library. The other readings are available electronically on reserve: http://www.libraries.rutgers.edu/course_reserves
September 6 Introduction
Personal connections to migration; how to have good discussions; what group will you study?
Class Resources: http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml, http://factfinder.census.gov/faces/nav/jsf/pages/community_facts.xhtml
To do by Thursday, September 8th at the latest:
- Get a NetID if you don’t already so that you can access library resources online and from home: http://oit.rutgers.edu/services/account/quick.html
- Know how to access your Rutgers scarletmail account, as all messages from me about the course will go to this email address.
- Get a Student Photo ID (available from the Impact Booth in the Campus Center) if you don’t have one.
- Get the books, from the University District Bookstore or through other avenues.
- Print out all the readings on reserve so that you have them for the whole semester, http://www.libraries.rutgers.edu/course_reserves
- Review Rutgers’s policy on academic integrity.
WHY DO PEOPLE MIGRATE?
Reading: Portes, A., & Rumbaut, R. G. (1996). Introduction. In Immigrant America: A Portrait (pp. 1-27). Berkeley: University of California Press. (on reserve)
September 7 The World Connected Economically: A Marxist Perspective
1) Marx, K. (1953). Letter from Karl Marx to S. Meyer and A. Vogt, London, April 9, 1870. In Karl Marx and Frederick Engels on Britain (pp. 504-508). Moscow: Foreign Languages Press. (on reserve)
2) Lappé, F. M., & Collins, J. (1978). Why Can’t People Feed Themselves? and Isn’t Colonialism Dead? In Food First: Beyond the Myth of Scarcity (pp. 99-117). New York: Ballantine Books. (on reserve)
Film: “Harvest of Empire”: Selections on the Dominican Republic, El Salvador, Nicaragua, and Mexico (2012), by Peter Getzels & Eduardo López
Look through these resources to help you figure out which group to study.
1) American Factfinder
2) Fels Institute of Government. (2004). Recent Trends in Immigration to Philadelphia, Pennsylvania: Who Came and Where do They Live? Philadelphia: Fels Institute of Government, University of Pennsylvania. (on reserve)
3) Katz, M. and M. J. Creighton. (n.d.) Philadelphia Migration Project. Powerpoint presentation. (on reserve)
Due: Which immigrant group are you going to study?
Meet at the Robeson Library to look at resources for research
Sign up for meeting with Professor Coe to discuss your migrant group.
September 14 The World Connected Politically
Reading: Sassen, S. (1998). America’s Immigrant ‘Problem.’ Globalization and its Discontents (pp. 31-53). New York: New Press. (on reserve)
September 19 The World Connected in the Imagination
Reading: Schielke, S. (2012). Engaging the World on the Alexandria Waterfront. In K. Graw and S. Schielke (eds), The Global Horizon: Expectations of Migration in Africa and the Middle East (pp. 175-191). Leuven: Leuven University Press (on reserve)
Class resources: A little context on Egypt powerpoint
September 21 Changes in the US Economy: The Informal Economy
Reading: Sassen, S. (1998). The Informal Economy: Between New Developments and Old Regulations. In Globalization and its Discontents (pp. 153-172). New York: New Press. (on reserve)
HOW DOES IMMIGRATION LAW AND POLICY IN THE US AFFECT FAMILY LIFE?
September 28 Current immigration law and policy affecting families
Reading: Paral, R. (2005) “No Way In: US Immigration Policy Leaves Few Legal Options for Mexican Workers” American Immigration Law Foundation. (link)
Class Resources: Immigration Law powerpoint, Jason De Leon
Reading: Kwong, P. (1997). Ineffectual Enforcement of Immigration and Labor Law. In Forbidden Workers: Illegal Chinese Immigrants and American Labor (pp. 161-184). New York: The New Press. (on reserve)
Reading: Menjívar, C. and L. Abrego. (2009). Parents and Children across Borders: Legal Instability and Intergenerational Relations in Guatemalan and Salvadoran Families. In N. Foner (Ed.), Across Generations: Immigrant Families in America (pp. 160-189). New York: New York University. (on reserve)
Film: “Sin País (Without Country)” (2010) by Theo Rigby
Class resources: Executive Order on Deferred Action, Video on applying for deferred action
1) Kutsche, P. (1998). Map of a Block,
2) Danielkiewicz, H. (1998). A Changing Block in Standale and
3) Hill, E. (1998) In the Cracks. In P. Kutsche (Ed.), Field Ethnography: A Manual for Doing Cultural Anthropology. Upper Saddle River: Prentice Hall, 1998, pp. 14-26. (on reserve)
Neighborhood Survey assignment given
Class resources: American Factfinder
HOW DO PEOPLE CREATE TRANSNATIONAL TIES?
October 17 Definition of Transnationalism
Reading: Foner, N. (2000). Transnational Ties. In From Ellis Island to JFK: New York’s Two Great Waves of Immigration (pp. 169-187). New Haven: Yale University Press. (on reserve)
October 19 Case Study of Transnationalism: Mexicans in the United States
Reading: Boehm, D. (2012). Intimate Migrations: Gender, Family, and Illegality among Transnational Mexicans. New York: New York University Press. Introduction and Chapter 1, pp. 1-28.
Class Resources: San Luis Potosi
Reading: Intimate Migrations, Chapters 2 and 3, pp. 31-67.
Film: “Los Que Se Quedan (Those Who Remain)” by Juan Carlos Rulfo and Carlos Hagerman (2010)
Reading: Intimate Migrations, Chapters 4 and 5, pp. 71-108
October 31 Reading: Intimate Migrations, Chapters 6, 7. Conclusion and Postscript, pp. 111-152
November 2 Political Activism Back Home
Reading: Smith, R. C. (2006). The Defeat of Don Victorio: Transnationalization, Democratization, and Political Change. In Mexican New York: Transnational Lives of New Immigrants (pp. 76-93). Berkeley: University of California Press. (on reserve)
Film: “The Sixth Section/La Sexta Sección” (2003) by Alex Rivera
WHAT HAPPENS WHEN PEOPLE ARRIVE IN THE US?
Immigrants and Race
November 7 American’s Racial Classification System
1) Jacobson, M. F. (1999). “Introduction: The Fabrication of Race.” Whiteness of a Different Color: European Immigrants and the Alchemy of Race (pp. 1-12). Cambridge: Harvard University Press. (on reserve)
2) Laforest, M-H. (2001). Homelands. In E. Danticat (Ed.), The Butterfly’s Way: Voices from the Haitian Dyaspora in the United States (pp. 23-30). New York: Soho. (on reserve)
Class Resources: How the Irish Became White powerpoint, AAA Race Project, American Anthropological Association’s Race Project, Mexican Census & Race
November 9 Segregated Neighborhoods and Schools
Reading: Waters, M. C. (1999). Segregated Neighborhoods and Schools. Black Identities: West Indian Immigrant Dreams and American Realities (pp. 243-284). New York: Russell Sage. (on reserve)
Class resources: Assimilation, Race, and Social Mobility
The Second Generation
November 14 Language
Reading: Barnett, R. (2006). Language Ideology and Racial Inequality: Competing Functions of Spanish in an Anglo-Owned Mexican Restaurant. Language and Society 35: 163-204. (on reserve)
Reading: Zentella, A. C. (2007). Bilingualism en casa. In Blum, S. (ed), Making Sense of Language. New York: Oxford University Press, pp. 150-162 (on reserve)
Class Resources: Language Use among Immigrants (use Portes and Stepick
Due: Neighborhood survey
November 23: Thanksgiving Break
Media assignment given
Ted Talk: Chimamanda Ngozi Adichie, “A Single Story” (2009)
November 30 Identities
Reading: Stepick, A., & Stepick, C. D. (2003). Becoming American: Immigration, Identity, Intergenerational Relations and Academic Orientation. In N. Foner (Ed.), American Arrivals (pp. 129-161). Sante Fe: School of American Research. (on reserve)
Class resources: Assimilation to American Society powerpoint
December 5 Identities
Reading: Waters, M. C. (1999). Identities of the Second Generation. Black Identities: West Indian Immigrant Dreams and American Realities (pp. 285-325). New York: Russell Sage. (on reserve)
Creative Ethnicity in the New World
December 7 The Uses of Culture as Communication
Reading: Theophano, J. S. (1991) “I Gave Him a Cake’: An Interpretation of Two Italian-American Weddings. In S. Stern and J. A. Cicala (eds). Creative Ethnicity (pp. 44-54). Salt Lake City: University of Utah Press. (on reserve)
December 12 Public Cultural Display as Political
Reading: Cadaval, O. (1991). Making a Place Home: The Latino Festival. In S. Stern and J. A. Cicala (eds). Creative Ethnicity (pp. 204-222). Salt Lake City: University of Utah Press. (on reserve)
Film: “Look Forward and Carry On the Past: Stories from Philadelphia’s Chinatown” (2002) by the Philadelphia Folklore Project
Class Resources: Ethnic Festivals, DC Latino Festival, FACTS charter school
TBA: Final Exam day
Due: Media assignment. Presentations on the assignment given.