THINK LIKE AN IMMIGRANT: Old Lessons for Success Taught by Americas Newest Arrivals

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A very high 38 percent of Syrian immigrants have a four-year college degree or higher, compared with 28 percent of immigrants in general and 29 percent of U. What stands out, however, is the very high share of Syrian men with an advanced degree.

Politics and society in the early nineteenth century

On the other hand, Syrians who do not have a four-year degree broadly resemble other immigrants. Twenty-five percent of Syrians did not graduate high school; this is more similar to the rate for immigrants overall, at 31 percent, than to the rate for U. For 19 percent of Syrian immigrants, the highest level of degree is high school—more similar to immigrants overall, at 22 percent, than to U. While the share of Syrian immigrant women with an advanced degree is somewhat lower than the share of immigrants and U.

Note: Differences of 1 or 2 percentage points may lack statistical significance. While a comparable share of new refugees may or may not reach these same levels of educational attainment, it can only be helpful to them that other Syrians have done well and can serve as role models or help new arrivals navigate the American system. In general, the labor force participation rates for immigrant women increase over time in the United States as women become accustomed to U. As a point of comparison, the labor force participation rate for U.

For immigrant women, the labor force participation rate is 59 percent for recent arrivals.

What history tells us about assimilation of immigrants | Public Policy Program

For those who have been here longer, the rate rises to 70 percent, near the level of U. Syrian women follow the same upward trend but start and end at lower levels of labor force participation. Among Syrian immigrant women, 40 percent of recent arrivals are in the labor force; for longer-established Syrian immigrant women, the rate increases to 51 percent. These lower rates of labor force participation may be related in part to cultural factors.

They may also be related to having less economic pressure to work due to the comparatively high earnings of Syrian immigrant men. Immigrants are, on average, more likely to be business owners than the rest of the U. Among those in the labor force, 4 percent of immigrants are business owners, compared to 3 percent of U. Fully 11 percent of Syrian immigrants in the labor force are business owners—more than double the rate of immigrants overall and more than triple the rate of U. Syrian immigrants also generate higher earnings from their businesses than do other business owners. They are particularly likely to have businesses in medical offices, retail stores, food services, and automobile dealerships.

Syrian-owned businesses could provide job opportunities for new refugees and expand access to valuable networks, as well as provide information about new job openings. Fluency in English is a valued skill in the workplace and is important for upward social and economic mobility in general.

Higher-paying positions often require a high level of English proficiency compared with jobs that offer lower wages, and social integration is substantially facilitated when immigrants learn the English language. It is therefore noteworthy that immigrants in general, and Syrian immigrants in particular, increase their English language ability over time. The fact that Syrian immigrants have done very well in learning English should help and encourage Syrian refugees to do the same.

For Syrians, this number starts slightly lower and ends higher: It increases from 39 percent for recent arrivals to 57 percent for more established immigrants who have lived in the United States for more than 10 years. Once Syrian immigrants have been in the United States for more 10 years, the number who speak only English increases nearly fivefold, from 2 percent to 10 percent. Home ownership is the norm across most of the United States, and it is an important economic goal for many immigrants.

Overall, 68 percent of U. Immigrants who are recent arrivals have, not surprisingly, comparatively low levels of home ownership. Among those who have been here for 10 years or less, 34 percent of immigrants overall and 34 percent of Syrian immigrants own their own home.

This rate increases substantially for more established immigrants. Among immigrants who have been here for more than 10 years, the overall rate of home ownership is 62 percent; among Syrian immigrants, it is 67 percent. As with education, while refugees arriving now may or may not match these impressive levels of home ownership compared with the Syrian immigrants who came before them, having people who speak their language and who could help explain the process of purchasing a home may help guide refugees toward home ownership.

Citizenship is a strong marker of integration in the United States: To become a citizen, immigrants must decide to apply; generally, pay a fee; pass English and civics tests; complete an interview; and ultimately, swear allegiance to the United States. Forty-two percent of immigrants who have been in the United States for 11 to 20 years have become U. Among Syrian immigrants, these numbers are even higher: 77 percent of those here for 11 to 20 years, and 91 percent of those here for 21 years or more, have become naturalized U.

Approximately 90, Syrian immigrants reside in the United States. Similar to other immigrant groups, Syrian immigrants live throughout the country but are generally clustered in a handful of communities. Detroit also has a robust Syrian immigrant community. In fact, it has the fourth-largest group of Syrian immigrants in the country. For every 10, people, Detroit has 8 Syrian immigrants.

Immigration in the United States

The U. Between and , These turn-of-the-century immigrants came primarily from Southern and Eastern Europe, and were largely Italians, Jews, and Poles. In , the U. Congress determined that the issue would fall, exclusively, under national control. Congress removed any power that state commissions had previously held and established a new federal Bureau of Immigration. In , the Bureau opened the Ellis Island immigrant receiving station in New York, through which approximately 70 percent of all immigrants would pass over the coming decades.

Federal laws proceeded to restrict immigration over the coming decades, culminating in the passage of the Immigration Act of This act imposed a national quota system based on the census.

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As a result, foreign countries were allotted a specific number of annual entries to the United States in proportion to their presence in the United States in The act favored nationalities such as English, Irish, and Germans who had arrived before and severely limited arrivals from Eastern and Southern Europe. No numerical limit was placed on immigration from North or South America.

Asians were completely excluded as they remained ineligible for citizenship. Other categories of people were excluded because they were deemed criminals or otherwise immoral, paupers very poor people , contract laborers, political radicals, illiterates, or physically or mentally unfit. In , Congress repealed the exclusion acts and established quotas for people from Asian countries. But the law remained largely in effect until the Immigration Act of , which ended the national quotas system.

The documents here approach the history of immigration and citizenship from several different angles: national and personal identity, the experience of immigration, immigrant life in the cities, and political debates over immigration. In what ways are immigrants central to American ideals and in what ways have they been seen as threats to those ideals? What arguments have people made about the impact of immigration on American society? What have been the perceived consequences—positive and negative—of new arrivals from around the world?

How do writings by immigrants contribute to the debates over immigration? How do they reframe our understanding of both personal and national identity? These three documents represent different moments in what is now a long tradition of defining America as a nation of immigrants.

In Letters from an American Farmer , he adopts the persona of James, a Pennsylvania farmer, who writes to a friend in England to explain American ways. It also responds to early debates around restricting Chinese immigration. After , she became particularly concerned about the persecution of Jews in Russia and Eastern Europe. She wrote this poem in to help raise money for a pedestal for the Statue of Liberty on Ellis Island. This poem was installed on a bronze plaque inside the statue in , after her death. The twin cities are New York and Brooklyn, not yet consolidated into one entity.

What is the character of an American? How does America benefit from its ethnic diversity? What happens to the different national cultures of European immigrants in America? Are distinct national identities preserved? Why do you think African Americans and Native Americans are absent from his sketch of a representative American? Is there a hierarchy or do they appear to be equals? Why do you think that Nast chose to include family groups? Who do the pictures on the wall behind them portray?

Examine the captions within the illustration. Which terms does Lazarus use to describe the Statue? Compare Lady Liberty to Uncle Sam. How does gender affect the meaning of each of these personifications of America? How are immigrants portrayed in Lazarus poem? What are their reasons for coming to the United States? French-born J. Hector St. He wrote this famous description of the American character shortly before the Revolution. This poem celebrating America as a home for immigrants from around the world appears on the pedestal of the Statue of Liberty.

Immigration and Citizenship in the United States, 1865-1924

These political cartoons from two popular nineteenth-century magazines both take up the question of whether specific national groups should be excluded from American life. What are their postures? How do they relate to each other? Examine the posters on the wall behind Columbia and the Chinese man. What arguments do they make against Chinese immigration?

Children of Immigrants: Health, Adjustment, and Public Assistance.

What do the posters as well as the representation of the white mob suggest about its class composition? What evidence do you see that the mob may resort to violence? America means Fair Play for All Men.

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How does the man appear? How does his appearance support and explain the caption? How does Columbia respond to him? What does the process of assimilation—or cultural absorption—involve, according to this representation? These documents represent various experiences that were shared by many immigrants who arrived in the United States between and being inspected at Ellis Island, performing or seeking work, getting lost or searching for relatives who have been lost in transit, and attending civics and English language classes.

Ross, a professor of sociology at the University of Wisconsin—Madison, takes a fiercely anti-immigrant stance in his book. Edith Abbott was an economist, social worker, and educator who helped establish the School of Social Service Administration SSA at the University of Chicago and served 18 years as its dean. These documents are selected from a source book that she compiled from government records, scholarly articles, and other sources for the benefit of SSA students. Describe the photographed women in line at Ellis Island. How are they dressed? What do their expressions or postures tell you?

Describe the techniques that inspectors used to determine if a person was eligible for admission to the United States. How did inspectors sort the admitted people from those requiring further examination? Which physical and mental conditions disqualified a person from admission?

How do you think you would feel going through this inspection? Describe the women at work in Chicago in the two photographs. What kind of work do they do and, as far as you can tell, under what conditions? Compare these women to those in line at Ellis Island. Consider the photographs of people attending civics and English language classes. What is the purpose of these classes, especially tailored to immigrants? Lewis Hine was an American sociologist, reformer, and photographer who extensively documented conditions at Ellis Island between and Two images of immigrant life in America, the first depicting factory girls on their way to work at the Union Stockyards in Chicago, the second showing Polish immigrant girls washing dishes in a below-ground restaurant.

Two images of immigrant education in Cleveland, Ohio. The second depicts Austro-Hungarian women attending English classes held at their factory.

An Immigrant Success Story: Building a $55 Million Translation Business

This essay by social worker and policy maker Grace Abbott describes how difficult it was for immigrants to find steady employment in s Chicago. Case records of European immigrant girls who failed to meet the friends and relatives waiting for them in the United States. The great majority of turn-of-the-century immigrants settled in cities, such as New York and Chicago.

The two maps included in this section offer graphic representations of the distribution of immigrants at both local and national levels. Middle-class women and men lived at Hull House and provided services, classes, and organizational support to people in the neighborhood.

THINK LIKE AN IMMIGRANT: Old Lessons for Success Taught by Americas Newest Arrivals THINK LIKE AN IMMIGRANT: Old Lessons for Success Taught by Americas Newest Arrivals
THINK LIKE AN IMMIGRANT: Old Lessons for Success Taught by Americas Newest Arrivals THINK LIKE AN IMMIGRANT: Old Lessons for Success Taught by Americas Newest Arrivals
THINK LIKE AN IMMIGRANT: Old Lessons for Success Taught by Americas Newest Arrivals THINK LIKE AN IMMIGRANT: Old Lessons for Success Taught by Americas Newest Arrivals
THINK LIKE AN IMMIGRANT: Old Lessons for Success Taught by Americas Newest Arrivals THINK LIKE AN IMMIGRANT: Old Lessons for Success Taught by Americas Newest Arrivals
THINK LIKE AN IMMIGRANT: Old Lessons for Success Taught by Americas Newest Arrivals THINK LIKE AN IMMIGRANT: Old Lessons for Success Taught by Americas Newest Arrivals

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