Incorporation/Assimilation of Immigrants in the United States

Year of most recent data
Fri, 01/01/2016 - 12:00
Author(s)
Sevsem Cicek-Okay, University of Cincinnati, Sociology
Learning Goals

Substantive_x000D_
Observe socioeconomic and acculturation patterns of assimilation and differences between groups _x000D_
Apply and critique theories and concepts of immigrant incorporation_x000D_
Compare and evaluate the impact of racial/ethnic categories on the social and economic incorporation of immigrants_x000D_
Produce research paper_x000D_
Methodological/ Quantitative skills_x000D_
Upon completion of this module, students will able to: _x000D_
Create and interpret bivariate tables_x000D_
Identify dependent and independent variables_x000D_
Generate hypotheses_x000D_
Examine relationships between dependent and independent variables_x000D_
Understand quantitative reasoning_x000D_
Develop critical thinking and academic writing

Context for Use

This module is for use in undergraduate sociology of immigration courses. This exercise can be used in conjunction with a unit on assimilation theories as it aims to test the basic tenets of assimilation theories when applied to the largest immigrants groups in the United States

Description and Teaching Materials

This exercise can be divided into two different assignments. Instructors can use Part I, II and III (handouts 2-3) as one assignment or in class teaching materials, and add Part IV (handout 4) as a follow- up final paper (research paper).

Assessment

To asses student learning outcomes and module effectiveness, instructor should use pre- and post-tests, particularly for handouts 2-3.

This module is for use in undergraduate sociology of immigration courses. This exercise can be used in conjunction with a unit on assimilation theories as it aims to test the basic tenets of assimilation theories when applied to the largest immigrants groups in the United States. This exercise can be divided into two different assignments. Instructors can use Part I, II and III (handouts 2-3) as one assignment or in class teaching materials, and add Part IV (handout 4) as a follow- up final paper (research paper).  At the end, students will convert their findings into a research paper. Alternatively, and in lieu of a research paper, instructors may assign the first three handouts separately. _x000D_ Variables:  In this module, using ACS 2012-2016, 5 year estimate data we will examine some of the variables described below:_x000D_ Demographic characteristics: Race/Ethnicity, marital status, sex and age_x000D_ Race/Ethnicity (coded as: RaceMidEast):_x000D_ Non-Hispanic white_x000D_ Black_x000D_ Hispanic or Latinx_x000D_ Asian_x000D_ Middle Eastern and North African immigrants_x000D_ Marital status (coded as:Marital):_x000D_ Currently married_x000D_ Never married_x000D_ Widowed_x000D_ Separated_x000D_ Divorced_x000D_ Sex (coded as sex):_x000D_ Male_x000D_ Female_x000D_ Age (coded as AgeWork)_x000D_ 16-24_x000D_ 25-34_x000D_ 35-44_x000D_ 45-54_x000D_ 55-64_x000D_ 65+_x000D_ _x000D_ Indicator of acculturation:_x000D_  English language profiency  (coded as ENGSPKG):_x000D_ English only  (this refers to people who are bilingual, but speak only English in their home)_x000D_ Very well_x000D_ Well_x000D_ Not well_x000D_ Not at all_x000D_ _x000D_ _x000D_ Socioeconomic characteristics:_x000D_ Educational attainment (coded as Educ):_x000D_ _x000D_ Less than high school (LTHS)_x000D_ High school graduate (HSGrad)_x000D_ Some college_x000D_ College Grad_x000D_ Income (coded as Earn3)_x000D_ _x000D_ Less than 25 (