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“It’s Because You Don’t See Yourself as Unequal to Anybody”: Exploring the Segmented Assimilation Model in the Experiences of 1.5- and 2nd-Generation Women in an Elite Public High School

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  • Catherine Simpson Bueker

    (Emmanuel College)

Abstract

Within public schools, nearly ¼ of all students come from immigrant households, raising important questions about how these individuals fare in the classroom and beyond. This case study explores how a sample of 15 1.5- and 2nd-generation women who graduated from an elite, predominantly white public high school in the Northeastern USA explain their school experiences through the lens of immigration, supplementing our knowledge of large-scale statistical trends to interrogate the roots of 1.5- and 2nd-generation advantage and disadvantage and how they influence paths of incorporation. Women explicitly and implicitly discuss the factors of co-ethnic resources, racial reception, and the implementation of local policies, discussing ways in which these factors both encourage and discourage incorporation. The findings thus provide qualified support from lived experiences for the segmented assimilation model (Annals of the American Academy of Political and Social Science 530:74–96, 1993).

Suggested Citation

  • Catherine Simpson Bueker, 2021. "“It’s Because You Don’t See Yourself as Unequal to Anybody”: Exploring the Segmented Assimilation Model in the Experiences of 1.5- and 2nd-Generation Women in an Elite Public High School," Journal of International Migration and Integration, Springer, vol. 22(3), pages 791-807, September.
    • Handle: RePEc:spr:joimai:v:22:y:2021:i:3:d:10.1007_s12134-020-00768-z
    DOI: 10.1007/s12134-020-00768-z
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    References listed on IDEAS

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    1. Abdirashid A. Ismail, 2019. "Immigrant Children, Educational Performance and Public Policy: a Capability Approach," Journal of International Migration and Integration, Springer, vol. 20(3), pages 717-734, August.
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