How Immigrant and Second Generation Youth Navigate Their Transitions to Adulthood in a Small ...

199 Pages·2011·0.83 MB·English

Growing Up “Gringo”
How Immigrant and Second Generation Youth Navigate Their
Transitions to Adulthood in a Small Town, New Immigrant Destination

Alexis Silver

A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill
in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the
Department of Sociology.

Chapel Hill
2011

Approved by:
Jacqueline M. Hagan
Ted Mouw
Barbara Entwisle
Michael J. Shanahan
Robert C. Smith
©2011
Alexis Silver
ALL RIGHTS RESERVED
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ABSTRACT

ALEXIS SILVER: Growing Up “Gringo”: How Immigrant and Second Generation
Youth Navigate Their Transitions to Adulthood in a Small Town, New Immigrant
Destination
(Under the Direction of Jacqueline M. Hagan and Ted Mouw)

My dissertation examines incorporation patterns for immigrant and second
generation Latina/o youths in a small town, new immigrant destination in the rural South.
Previous studies have explored the pathway to adulthood for children of immigrants
coming of age in metropolitan areas and traditional migrant destinations, but scholars
know little about this process for adolescents in small towns and new migrant
destinations. This ethnographic study was conducted between 2007 and 2011 in a small
community in central North Carolina where half of the population is Hispanic, and 75
percent of the adult Hispanic population is foreign-born. Between 1990 and 2008, North
Carolina saw a 508 percent increase in its population of children of immigrants.
Recognizing the importance of this demographic shift, my research engages directly with
a North Carolina community that has been transformed by Latina/o immigration. My
research examines the influences of immigration status and gender on the incorporation
of Latina/o children of immigrants. Additionally, I explore race relations within a high
school and examine how race and ethnicity influence students‟ access to formal and
informal opportunity structures within the school.

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To all of the youths who shared their stories with me, and to all of the teachers and
coaches who helped them believe in a brighter future.

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ACKNOWLEDGEMENTS
This dissertation would not have been possible without the extensive support of
many remarkable people. I must first acknowledge all of my interview participants who
shared with me their experiences, reflections, frustrations and hopes. I feel incredibly
privileged that these individuals trusted me enough to open up their lives to me.
I also express my deepest gratitude to my incredible advisors, Jacqueline Hagan
and Ted Mouw. Their extensive and thoughtful critiques strengthened my research and
writing considerably, and I will never be able to repay them for their intellectual and
emotional support throughout my graduate school career. Jackie opened up her heart and
her home to me, helping me build professional connections, listening to several versions
of my job talk, reading countless chapter drafts, and offering invaluable feedback on my
field research and analysis – all while making me laugh. Ted ignited my love for
immigration research and social demography, deepened my intellectual curiosity by
challenging me to think about my research from new angles, and was often the only
person that could calm me down when stress got the better of me. Their guidance
nurtured my professional and intellectual development, and I cannot thank them enough.
Each of my committee members also provided amazingly helpful feedback that
shaped the final version of this project. Barbara Entwisle, Robert Smith and Michael
Shanahan all offered thoughtful critiques and suggestions. I am extremely grateful for
their time, guidance, and advice.
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I would also like to thank and acknowledge Paul Cuadros for his support
throughout my dissertation. He has been an amazing example of an engaged professor.
His tireless efforts to fight for social justice at the state level as well as within his own
personal networks are awe-inspiring. He is one of the kindest people I know, and he has
become one of the people I most admire.
UNC was an amazing place to begin my career in academia, and I am indebted to
all of the people here who helped nurture my professional and intellectual development.
In addition to Jackie Hagan, Ted Mouw, Barbara Entwisle, Michael Shanahan, and Paul
Cuadros, I would like to acknowledge the entire faculty and staff of the Sociology
Department. In particular, Philip Cohen and Lisa Pearce provided mentorship and advice
on earlier presentations of this research. Beatriz Riefkohl Muñiz and Hannah Gill at the
Institute for the Study of the Americas both inspired and challenged me to think about my
research from different perspectives. Beatriz, Hannah, Louis Pérez, and Shelley Clarke
were unbelievably supportive during a very challenging time and I could not imagine a
better work environment than the one they created at ISA.
My time in graduate school would not have been the same if it were not for the
incredible friends and colleagues that I made throughout my time at UNC. I learned as
much from my friends as any of my classes, and I am so thankful for them. Mairead
Moloney went beyond all expectations in terms of offering me feedback on this
dissertation, and assuring me that my temporary dissertation-induced insanity was
completely normal. Her amazing editing skills resurrected two of my dissertation
chapters from certain demise and I am so grateful for her time and effort. Ria Van Ryn
was my support system from my first day here, and I am so happy that we have been able
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to share every milestone of graduate school together. I am also grateful for the input and
friendships of Vanesa Ribas, Amy Lucas, Beth Latshaw, Youn OK Lee, Kristin Gibson,
and Ashton Verdery.
I am lucky to be in a community of supportive and active young migration
scholars, and I would like to thank Helen Marrow and Kara Cebulko especially for their
feedback on this project. I would also like to thank my friends outside of academia for
their perspective and support. Natalia Weedy, Laura Petrolle and Hernan Vega in
particular helped me survive the dissertation and shared in my celebration when it was
over.
Finally, I must thank my family for their endless encouragement. They too
helped edit earlier versions of dissertation chapters, and most importantly showed me
love and patience while I struggled through the final stages of this dissertation. I am
incredibly fortunate to come from a family that has always believed in me and my
education. As I spoke with youths who struggled against closed doors and limited
opportunities, I frequently reflected on my own good fortune. I am grateful to have
parents who were willing and able to help open so many doors for me.
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TABLE OF CONTENTS
Chapter

1. FRAMEWORK, MOTIVATIONS, AND OBJECTIVES……………………….. 1

Introduction………………………………………………………………………. 1

Background Literature…………………………………………………………… 3

Research Site, Research Design and Study Sample……………………………… 8

Trajectories Out of High School in Study Sample……………………………… 13

Overview of Papers……………………………………………………………... 15

Limitations……………………………………………………………………… 18

References………………………………………………………………………. 19

2. AGING INTO EXCLUSION AND SOCIAL TRANSPARENCY:
UNDOCUMENTED IMMIGRANT YOUTH AND
THE TRANSITION TO ADULTHOOD………………………………………. 24

Abstract…………………………………………………………………………. 24

Introduction……………………………………………………………………... 25

Background Literature………………………………………………………….. 28

Research Site, Research Design and Study Sample…………………………….. 33

Findings………………………………………………………………………… 39

Discussion and Conclusion……………………………………………………... 50

References………………………………………………………………………. 54

3. GENDERED REFLECTIONS:
CHILDREN OF IMMIGRANTS NEGOTIATE
THE TRANSITION TO ADULTHOOD………………………………………. 60
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Abstract…………………………………………………………………………. 60

Introduction……………………………………………………………………... 61

Background Literature………………………………………………………….. 63

Research Site, Research Design and Study Sample…………………………….. 73

Findings………………………………………………………………………… 78

Discussion and Conclusion……………………………………………………... 94

References……………………………………………………………………... 101

4. FRIENDS AND NEIGHBORS:
INTERGROUP INTERACTIONS IN A
DIVERSE NEW SOUTH HIGH SCHOOL…………………………………... 106

Abstract………………………………………………………………………... 106

Introduction……………………………………………………………………. 107

Background Literature………………………………………………………… 110

Research Site, Research Design and Study Sample…………………………… 124

Findings……………………………………………………………………….. 129

Discussion and Conclusion……………………………………………………. 148

References……………………………………………………………………... 155

5. CONCLUSION………………………………………………………………... 163

Luz‟s Story…………………………………………………………………….. 163

Theoretical Contribution………………………………………………………. 167

Inclusion and Exclusion in the Small Town South……………………………. 179

References……………………………………………………………………... 184

APPENDIX: Pathways out of High School…………………………………………… 186
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CHAPTER 1

FRAMEWORK, MOTIVATIONS, AND OBJECTIVES

INTRODUCTION

The vice principal of the school walked to the podium and began to
address the graduating seniors in both English and Spanish. He urged the
students, „Enjoy this moment as it is the only high school graduation that
you will ever have. It is also the last graduation that some of you will
have at all. Some of you will be going on to college. Some of you will be
going to join the army. Some of you will be going to work. Whatever you
do, make sure that you take pride in whatever path you decide to take.‟
~Field notes: June 13, 2009

All of the speakers at the graduation ceremony spoke with pride about the
diversity in the school. The continual touting of diversity throughout the ceremony stood
out in sharp contrast to the political climate for immigrants, and particularly
undocumented immigrants, in North Carolina. Coming of age in the South where the
word “immigrant” often hit newspapers and nightly news broadcasts along with the word
“illegal,” children of immigrants could not avoid hearing stereotypes of Hispanic1
immigrants as illegals, criminals, and economic burdens. For Latino/a adolescents and

1 In accordance with publications by the Pew Hispanic Center, I use the terms “Latina/o” and
“Hispanic” interchangeably. I use the terms “second generation immigrants” to refer to children
born in the United States to immigrant parents. I use to terms “immigrant children” and “1.5
generation immigrants” to refer to adolescents who are immigrants themselves but who have
grown up in the United States since they were children under the age of thirteen. I use the term
“children of immigrants” to refer to all children of immigrant parents, regardless of whether they
themselves are immigrants or U.S.-born. I also use the terms “African American” and “black”
interchangeably. When I refer to a respondent through a hyphenated descriptor such as “Mexican-
American,” I am using this hyphenated descriptor to indicate that this person was born in the
United States to Mexican immigrant parents. When I refer to the “child population” of the U.S.,
this population includes all individuals younger than 18 years old.