SOCI 231
Assimilation, Immigration and Cultural Change
Amherst College
Key Information
Instructor
Location
Time
Fall 2024 — Mondays and Wednesdays — 8:30 AM to 9:50 AM
Office Hours
Thursdays from 3:00 PM to 5:00 PM in Morgan Hall (Room 203 A) or during an Open Meeting Slot
All meetings, even during office hours, must be scheduled in advance via Google Calendar.
Course Description
Debates about immigration often implicate “culture.” Do immigrants share our cultural worldviews and moral orientations? What will happen to the culture of “mainstream” society—the symbols, myths and traditions that anchor our sense of peoplehood—when immigrants move in, changing the distribution of ideas, values, and beliefs in our neighborhoods and cities? To be sure, immigrants and their descendants often worry about culture, too, and lament being stuck between cultural worlds that are, at times, not straightforwardly compatible. More concerningly, immigrant-origin people often encounter rigid cultural boundaries (e.g., in the form of prejudice) that forestall their inclusion in greater society. The classical theory of assimilation was developed over a century ago to wrestle with these questions and challenges—and it will, along with its many successors, be the focus of this course. During the semester, we will discuss the long history of assimilation theory in sociology and adjacent fields, consider its problematic origins, and map how newer theoretical models (e.g., neo-assimilationism, segmented assimilation theory) have pushed sociological analyses of “cultural assimilation” in a more productive and tenable direction. At the same time, we will chart some of the limitations of these newer approaches to theorizing assimilation and discuss potential paths forward that bring the study of international migration into conversation with cultural and cognitive sociology.
Structure
Design of Synchronous Class Sessions
Most classes will follow a simple structure. I will begin with a lecture that goes through some of our assigned readings and summarizes conversations from our online discussion board (more on that later).1 Then, I will toss the baton over to all of you. You will get into small groups (comprised of 3 to 4 students) and provide answers to the prompts highlighted in the screen before you. These group discussions will only last about 20-30 minutes, but they are vital—i.e., they will set the stage for our plenary discussions and serve as a key indicator of your participation grade for the course. To end each synchronous session, we will get together as a broader collective and discuss the themes that emerged during group discussions.
Distribution of Topics & Readings
We will be covering over a century’s worth of assimilation theory in this class. Some of the material will be exciting, others less so. Some readings may seem eminently topical, others like a distressed relic from a bygone era that has little bearing on the social and political world as we understand it today. It is important to critically engage with all these studies and disquisitions, from the canonical work of Robert E. Park and Milton Gordon to “timelier” research that is being published on the pages of the International Migration Review or the Journal of Ethnic and Migration Studies today. This is how we will come to understand the evolution and genealogy of a theoretical program that has, despite its many critics and discontents, survived the passage of time.
Part I of the course will provide theoretical foundations. More specifically, we will explore classical assimilation theory and its successors in sociology and cognate fields—and in doing so, gain a sense of what assimilation theory means and how the basic assumptions of the paradigm have evolved over time. Part II should add some life and vividness to these theoretical abstractions. Concretely, we will go through a series of case studies and analyze whether different perspectives on assimilation “fit the data” or help account for the lived experiences of the immigrant-origin subpopulations we zero-in on. Finally, Part III—which coincides with our final week of class—maps the challenges and ambiguities that assimilation theory has yet to account for, before considering how the theory can be refined to better explain cultural evolution and persistence in the modern world.
Readings
All course readings are available via the mystifying power of Moodle. As you plan for the semester, it may be useful to bookmark the eReserves page on our course website. New readings may be introduced as the world around us evolves, whether through the incremental march of science or due to social, economic and political shocks that need to be critically examined or otherwise reckoned with.
Evaluations
A Bird’s Eye View
| Task | Description | Weight | Deadline or Evaluative Time Horizon |
|---|---|---|---|
Response Memos |
On a weekly basis, students will engage with—and respond to—questions posed on our Moodle Discussion Board. Responses must be between 250-400 words, or a penalty will be applied. |
10% |
8:00 PM on Mondays. Evaluated from Week 3 onwards. |
Participation |
Students must actively participate in class discussions by raising their hand to share their thoughts or meaningfully contributing to small group conversations. |
10% |
Evaluated during class sessions throughout the term. |
Midterm Paper |
Students may work individually or in groups of 2 to 3 to submit a short paper—10-12 pages, double-spaced, 12-point font—that first discusses the evolution of assimilation theory (or the acculturation paradigm) in the social sciences. The paper should then critically assess segmented assimilation theory and neo-assimilationism. What are the relative strengths of each theoretical framework? What are their weaknesses? Do these theories still help explain the incorporation of immigrant-origin people in the early-21st century? To earn an A, students must engage with material that goes beyond the readings listed on our Weekly Schedule. Students choosing to work in groups must meet with me—both before and after the due date—to discuss how the work will be or has been divided. Other expectations are detailed here. |
30% |
Friday, October 25th at 8:00 PM |
Final Paper Proposal |
Students are required to submit a term paper on a topic of their choice, subject to my approval as the course instructor. The chosen topic must be related to the cultural incorporation of immigrants and their descendants in any part of the world. Students may focus on specific ethnocultural subpopulations (e.g., Muslims in the United Kingdom) or the broader immigrant community in a specific country of settlement during a specific intersection of time and space (e.g., immigrants in early-20th century America). To make matters easier, students should first submit a brief (3-5 page) proposal that outlines their selected topic, explains its relevance to the course, and highlights the key arguments they intend to advance. Other expectations are detailed here. |
10% |
Friday, November 22nd at 8:00 PM. |
Final Paper |
As noted in the cell above, your term paper must focus on a topic related to the cultural incorporation of immigrant-origin people and must be approved by me, the course instructor. Papers should be 10-20 pages long, double-spaced, and written in 12-point font. Stylistic conventions and expectations will be detailed in the rubric, which I will upload after midterm. |
40% |
Wednesday, December 11th at 8:00 PM. |
Guidelines for Key Deliverables
The Midterm Paper
Final Paper Proposal
Norms, Rules & Regulations
Please review the Amherst College Honor Code, which can be accessed in its entirety here.
Violations of the Honor Code will be promptly reported to the Dean of Students. As Section 1.1 of the Honor Code indicates, plagiarism is a serious offense. In most cases, students who plagiarize the work of others will fail this class and may face additional disciplinary penalties. Moreover, as detailed in Sections 1.2 to 1.4 of the Honor Code, students must respect others in the classroom, including those whose views deviate from their own. Failure to do so will prompt disciplinary action.
There is no reason to pretend like generative artificial intelligence (GAI) does not exist in the world out there. These systems have arrived, and they may revolutionize how higher education “works.” With this in mind, you are free to use ChatGPT and its analogues for class assignments—but you have to cite the GAI you are using. Failure to do so amounts to plagiarism.
To reiterate:
If you use a GAI tool (like ChatGPT) and do not cite it, it is a form of plagiarism.
You are expected to attend each and every class. If you do not, you will lose points for participation. That said, I am aware that you are all human beings whose lives are often fraught with uncertainty. If something comes up, please let me know and I will do my best to be as accommodating as possible. Extended absences may, however, require additional documentation (e.g., note from a physician).
In my experience, students generally use laptops and tablets to shop online or browse Twitter and TikTok, not to take notes or streamline learning. However, I have—rather begrudgingly—lifted the ban on laptops and tablets in class. If I see anyone contravening our social contract (i.e., browsing the web in lieu of paying attention), the ban may very well be reinstated.
On weekdays and non-holidays, I will respond to e-mails within 48 hours. If I fail to meet this standard, please send me a follow-up message. On weekends3 and holidays, I will not respond to e-mails unless you have an emergency. If you do, please include EMERGENCY in the subject line.
Assignments must be submitted on time. A late submission will result in a penalty of 5% for each day beyond the deadline.4 However, as noted, I am well aware that life can present unexpected challenges. If you anticipate missing a deadline or are in the midst of an emergency, please inform me as soon as possible. Extensions may be granted on a case-by-case basis.
Accessibility and Accommodations
If you require accommodations, please contact Student Accessibility Services as soon as possible and submit an application through the new AIM Portal. More generally, if you have any suggestions about how this class can be more accessible and inclusive, please let me know via e-mail or during office hours.
Weekly Schedule
As noted, all readings can be accessed via the eReserves page on our course website.
Recommended Readings
Just to drive the point home: underlined readings are recommended but optional.
Readings highlighted below are recommended but optional.
Part I: Theoretical Foundations
Week 1: An Introduction to the Assimilation Paradigm — September 4th
Assimilation as Concept and as Process (Hirsch 1942)
Demographic Change and Assimilation in the Early 21st-Century United States (Alba and Maggio 2022)
The Return of Assimilation? Changing Perspectives on Immigration and Its Sequels in France, Germany, and the United States (Brubaker 2001)
Week 2: Early Assimilation Theories (Chicago School) — September 9th & 11th
Racial Assimilation in Secondary Groups (Park 1914)
Introduction to the Science of Sociology (Park and Burgess 2019)
Chapter XI: Assimilation
- Pp. 734-737
- Pp. 769-774
Robert E. Park’s Theory of Assimilation and Beyond (Kivisto 2017)
Week 3: Straight-Line Assimilation Theory — September 16th & 18th
Remaking the American Mainstream (Alba and Nee 2003)
- Rethinking Assimilation, pp. 1-5
The Social Systems of American Ethnic Groups (Warner and Srole 1945)
- Pp. 1-3 of Chapter I — The Melting Pot: Seven Personal Histories
- Chapter X: The American Ethnic Group
Assimilation in American Life (Gordon 1964)
- Chapter 3: The Nature of Assimilation
Latinos, Assimilation and the Law: A Philosophical Perspective, pp. 1-9 (Martinez 1999)
Ethnicity and Race: Making Identities in a Changing World (Cornell and Hartmann 2007)
- Chapter 3: Fixed or Fluid? Alternative Views of Ethnicity and Race
Week 4: Neo-Assimilationism — September 23rd & 25th
Remaking the American Mainstream (Alba and Nee 2003)
- Chapter 2: Assimilation Theory, Old and New
Assimilation as Rational Action in Contexts Defined by Institutions and Boundaries (Nee and Alba 2013)
Week 5: Segmented Assimilation Theory — September 30th & October 2nd
The New Second Generation: Segmented Assimilation and its Variants (Portes and Zhou 1993)
Legacies: The Story of the Immigrant Second Generation (Portes and Rumbaut 2001)
- Chapter 3: Not Everyone Is Chosen—Segmented Assimilation and Its Determinants
Week 6: Acculturation — October 7th & 9th
Memorandum for the Study of Acculturation (Redfield, Linton, and Herskovits 1936)
Theories and Models of Acculturation (Berry 2017)
The Psychology of Ethnic Groups in the United States (Organista, Marín, and Chun 2010)
- Chapter 4: Acculturation, pp. 99-118
Rethinking the Concept of Acculturation (Schwartz et al. 2010)
Week 7: Boundary-Making and Cultural Evolution — October 16th
Why Islam Is Like Spanish: Cultural Incorporation in Europe and the United States (Zolberg and Woon 1999)
Bright vs. Blurred Boundaries: Second-Generation Assimilation and Exclusion in France, Germany, and the United States (Alba 2005)
Migration and Social Change: Some Conceptual Reflections (Portes 2010)
Migration: An Engine for Social Change (Richerson and Boyd 2008)
Week 8: Boundaries (Again) and Alternative Frameworks —
Elementary Strategies of Ethnic Boundary Making (Wimmer 2008)
Theorising the Power of Citizenship as Claims-Making (Bloemraad 2018)
Claiming Membership: Boundaries, Positionality, US Citizenship, and What It Means to Be American (Bloemraad 2022)
Your midterm papers are due by 8:00 PM on Friday, October 25th.
NOTE: Those who submit paper by this date will receive grades before those who submit their paper the following week.
Part II: Case Studies
Week 9: European Immigrants in the U.S. — October 28th & 30th
Symbolic Ethnicity: The Future of Ethnic Groups and Cultures in America (Gans 1979)
Ethnic Options (Waters 1990)
- Chapter 2: Flux and Choice in American Ethnicity
The Twilight of Ethnicity Among American Catholics of European Ancestry (Alba 1981)
Your midterm papers are due by 8:00 PM on Friday, November 1st.
NOTE: Those who submit their paper by this date will receive grades after those who met the previous deadline.
Week 10: Black Immigrants in the U.S. — November 4th & 6th
Black Immigrants and the Changing Portrait of Black America (Hamilton 2020)
Ethnic and Racial Identities of Second-Generation Black Immigrants in New York City (Waters 1994)
The New Noir: Race, Identity, and Diaspora in Black Suburbia (Clerge 2019)
- Chapter 1: Village Market—Encounters in Black Diasporic Suburbs
Week 11: Asian Immigrants in the U.S. — November 11th & 13th
Racialized Assimilation of Asian Americans (Lee and Kye 2016)
The Asian American Assimilation Paradox (Lee and Sheng 2024)
Critical Thoughts on Asian American Assimilation in the Whitening Literature (Kim 2016)
Week 12: Latin American Immigrants in the U.S. — November 18th & 20th
Dropping the Hyphen? Becoming Latino (A)-American Through Racialized Assimilation (Golash-Boza 2006)
Rock, Rap, or Reggaeton? Assessing Mexican Immigrants’ Cultural Assimilation Using Facebook Data (Stewart et al. 2019)
Who Identifies as “Latinx”? The Generational Politics of Ethnoracial Labels (Mora, Perez, and Vargas 2022)
Your final paper proposals are due by 8:00 PM on Friday, November 22nd.
Week 13: Thanksgiving Break
Week 14: European Muslims — December 2nd & 4th
Is Islam in Western Europe Like Race in the United States? (Foner 2015)
Assimilation and the Second Generation in Europe and America: Blending and Segregating Social Dynamics Between Immigrants and Natives (Drouhot and Nee 2019)
- “The Challenges of Religion and Cultural Difference in Western Europe” (pp. 11-13 )
Islam and the Transmission of Cultural Identity in Four European Countries (Karim 2024)
Mosques in the Metropolis: Incivility, Caste, and Contention in Europe (Becker 2021)
- Chapter 1: The European Metropolis—Where Doors and Walls Meet
Cracks in the Melting Pot? Religiosity and Assimilation among the Diverse Muslim Population in France (Drouhot 2021)
Part III: Reflections and Paths Forward
Week 15: Enduring Criticisms and Ambiguities — December 9th & 11th
Unpacking Immigrant Integration: Concepts, Mechanisms, and Context (Bloemraad et al. 2023)
Becoming White or Becoming Mainstream? Defining the Endpoint of Assimilation (Kasinitz and Waters 2024)
Your term papers are due by 8:00 PM on Wednesday, December 11th.
Should be up within 24 hours of a class session.
Part I: Theoretical Foundations
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Part II: Case Studies
Week 9
Week 10
Week 11
References
Footnotes
In an ideal world, my lectures would all be short and to-the-point, but these things are difficult to predict.↩︎
See the Weekly Schedule for more information.↩︎
Concretely, Fridays after 5:00 PM.↩︎
If an assignment is due at 8:00 PM and you submit it at 11:00 PM, you will be considered late.↩︎