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 Secondary struc assim: proportional rep in impersonal spheres: occ, ed, econ, resid, pol.


 Stuc/His factors: widespread/recurrent patterns of behavior from past still affect present

 Med. Fam. Income: Mex 31K (61% of Whites), Cub 38K (75% of whites) vs White 51K

 % unemployed: Mex 4.1% (178% of whites), Cub 2.7% (117% of whites) vs White 2.3%

 % below poverty line: Mex 24% (2.4 x whites), Cub 17% (1.7 x whites) vs Whites 10%

% home ownership: Mex 48% (2/3 x whites), Cub 59% (83% x whites) vs Whites 71%

 Cubans 40% wealthiest Hispanics, but only 3.5%Hispanic pop; 25,000 businesses by 1990

 Treaty Guadeloupe-Hildago: 1848 Mex give 1/3 land to US; land grants taken (phys cap)

 Repatriations: 1 million returned to Mexico 1926-1939 because of depression

 Bracero Program: 1942-1964 cheap guest agric. workers; exploit & send back Mexico


Operation Wetback: in 1954, response to recession is to send cheap labor back to Mexico

 IRCA: 1986 Immigration Reform & Control Act: employer checks ID blocks Hisp employ

 Barrios²residential segregation cuts off good social contacts, good education, etc.

40 Cubans are 40% of wealthiest Hispanics w/ 25million assets, but <5% of Hisp pop

 Cubans came voluntarily vs. Mexicans as people of conquest

 Mexican Cultural Capital: Spanish language not recognized, etc.

 

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 Golden Exiles:1959-62 use cult/phy cap create enclave econ/society in embryo absorb waves

E1 ethnic solidarity: transcending business, contractual ties; based on language/exile status

  rotating credit associations: informal credit on reputation vs. collateral

IB informal benefits: vs. low wage, creates niche new competitors: training, promotion etc.

 core businesses: competition with Anglos (e.g. banking), not restricted econ. Periphery

 geographic concentration: close to ethnic clients, labor, other business; no need speak Eng


Cold War: 1961-1974 U.S. give $1 billion aid to Cubans to further foreign policy goals

 



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 Cultural capital def: assets producing wealth²educ, experience, skills, contacts, reputation

 Physical capital def: assets producing wealth²land, factories, stock, real estate, investments

 Loan bias: Atlantic Constitution Study (1989) shows rejection rate: 11% whites, 24% blacks

 Debt slavery: freed blacks to get 40 acres/mule (capital); borrow hi interest; rent tenancy

 Black business banned from white areas, e.g. Flagler (truncated middleman minority)

 1995: first banking services in Overtown (Republic National Bank)

 Washington High School 1927: blacks must leave Dade County for high sch. Until 1927

 1/5 Miami-Dade schools all black; D and F schools deprive of cultural capital

 University of Miami bans blacks 1920s-1961; until 1960 must to to Florida A & M


 Net worth: median net worth of black household 1/10 of that of white household

 Advanced degree: whites 2 times as likely to get, >1.5 times likely graduate from college

 Ebonics²employer/school disparage black English as sign disrespect, no punctuality, etc.

 Segregation leads to oppositional subculture that devalues work, marriage, and school

 In Miami-Dade, blacks could not join labor unions until 1960

 

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 Slave codes: banned inheriting/owning property, contracts, learning read and write

  Ghettoization: by 1940, permanent feature black life to inhabit area exclusive 1 group

 Restrictive convenants: after 1910, ¾ residents sign and can¶t sell, lease, rent to blacks

 Dissimilarity index (resid): % move for racial balance; @ 2/3 nationwide; 20 pts>Asians
 Redlining: FHA/bank security maps code black/mixed areas red-deny loan/prop value drop

 Racial steering: audit studies show guiding to black areas by real estate agents

Writing assignment comments and the answer key will help you to get 100% on the essay for exam 2!

The preceding answer key shows 44 specific facts that could have been used in your answer. On
the following page, you will see your answers for questions 4 and 5 with codes inserted for the
specific facts for which you would have received credit on the essay for EXAM 2.

Don͛t worry right now! The score you received does not count! However, the percentage indicates
what you would have gotten had this been part of your answer for the exam 2 essay question! This is
MEANT TO SCARE YOU! I want you to get 100% on the exam.

For the exam 2 essay you will need a minimum of 16 specific facts (this was the basis for your
writing assignment score). I suggest that you strive to put 48 SPECIFIC FACTS IN YOUR FINAL ESSAY so
that you have 3 times as many facts as you need, guaranteeing a perfect score!

You can use the facts from the answer key for your answer, but these must be put in paragraph
form and make sense. Write out your answer ahead of time. YOU MAY NOT BE ABLE TO PASTE YOUR
ANSWER INTO THE TEST! If this is not possible, you can re-type an essay that you have created
beforehand.

The Exam 2 essay question has been in your syllabus:

First, identify and fully describe measures of secondary structural assimilation for blacks,
Hispanics (Cubans, Puerto Ricans, Mexicans, etc.) and Asians (Japanese, Chinese, Koreans, Asian Indians,
etc. ). Second, identify historical and structural factors that have either helped or hindered secondary
structural assimilation and fully elaborate the effect of each of these factors on the secondary structural
assimilation of each of these groups. Be sure to talk about the role of cultural and physical capital.

You can supply a total of 48 specific facts answering the question for one or more of the three
ethnic groups identifiedͶblacks, Asians (could be Japanese, Chinese, Korean, or just AsiansͶnote:
these were not part of q4 or 15 from writing assignment, but you can come up with specific facts from
the lecture notes for these groups), Hispanics (could be Cuban, Mexican, Puerto Rican, or just
Hispanics)--it is up to you. The total number of specific facts is what counts!

Write your practice essay now! Also, mark your calendars!

 



 



  

My advice: take the test early because of possible technical problems. You will have 2.5 hours.
For the multiple choice section (21 questions), SAVE OFTEN! The essay will be worth an additional 11
questions (about 1/3 of the total points for exam 2). Save the final exam essay at least 10 minutes
before your time is up! Why? Because you can be frozen out if you wait until you are within minutes of
the deadline.

Exam 2 covers lectures 13-21, 24, 25 and chapters 6-9, 11-14

Good luck on the exam, I know you will do well!

&


./ 

The greater ³success´ of Cubans with respect to Mexican immigrants regarding

the secondary structural assimilation into the American society can be explained by
many factors. The first wave of Cuban immigration,´ the Golden Exiles´, was composed
by the elite of the Cuban society. Most of them were white collar employees, among
them former industrialists, bankers, officials, landowners, managers, more than half of
the Cuban doctors, and more than half of the professors of the University of Habana.

01

They laid the economical foundations that absorbed the following waves of
Cuban immigration. The Cubans were able to create a Cuban enclave in South Florida
where ethnic solidarity transcended business ties, what created mechanisms that made
possible for Cubans to gain access to the physical and cultural capital necessary for
prosperity.

1c

One of those mechanisms were the rotating credit associations, that were
informal associations that provided loans to members of the Cuban community based
oftentimes in their reputation what permitted Cubans with a good reputation borrow
money even if they didn¶t have a collateral to support those loans.

23

Another mechanism was that Cuban employees were usually paid less what
made Cuban businesses more competitive with the informal benefits to the Cuban
employees that although they were paid less they were given rapid promotions, on the
job training, and help from their employers when these employees started their own
businesses.
 G*

4! geographic concentration of the Cuban businesses was also an important

element for the success of the South Florida Cuban enclave, because of the benefits of
the proximity of the Cuban clientele, the Cuban labor and the other Cuban businesses,
and because made possible that Cubans could run a business successfully or find a job
not speaking English fluently or even not speaking English at all.

1

On the other hand, Mexicans entered the American society initially through the
direct conquest of their homeland. The Mexicans that woke up one day hearing the
news that instead of living in Mexican territory were now living in American territory were
guaranteed at the beginning that their properties and the Spanish would be respected,
but neither of the promises was kept by the Americans.

5

Through manipulation the Americans were able to seize vast tracks of lands from
the Mexicans depriving the Mexicans from the physical capital that those lands
represented diminishing their capacity of prosperity. Even though Mexicans entered the
American society initially through conquest the great majority of Mexican American
population is comprised of people who immigrated to United States from Mexico. These
Mexican immigrants have suffered here in the United States racial discrimination and
discrimination for speaking Spanish and have been confined to poor neighborhoods. All
these factors have had as a consequence the greater ³success´ of Cubans with respect
to Mexican immigrants with regard to the secondary structural assimilation.

*+

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Cubans were able to create an economic enclave in South Florida favored by a

group of factors that facilitated for them the access to physical and cultural capital, that
way improving to a great extent their ability to generate wealth and prosperity. The fact
that the first wave of Cuban immigration, the Golden exiles, was composed by the top
layers of the Cuban society, including former bankers, industrialists, land owners,
managers, more than half of the Cuban doctors and more than half of the professors of
the University of Havana, created a strong foundation for the development of the Cuban
economic enclave
 01

. Many reputable Cubans that had lost all their properties in the island could have
access to physical capital thanks to rotating credit associations that made possible for
them to receive loans based in their good reputation even though they did not have any
collateral to support those loans.

23

Cuban businesses hired Cuban employees, sold to Cuban customers and

formed partnerships with other Cuban businesses, all this possible for the geographic
concentration of the Cuban enclave. Other factors that helped Cubans were the fact that
it was possible to run a business or get a job speaking Spanish, and that Cuban
businesses were not limited to the periphery but entered the mainstream of the
American economy.

16

1

On the other hands African Americans have been exposed to many factors that
have limited significantly their access to physical and cultural capital affecting negatively
their capacity of prosperity. African American ancestors were brought involuntarily to the
United States as slaves.

5

When slavery was abolished blacks had nothing at all with all the land and all the
properties belonging to white Americans. Through the years from the slavery abolition to
the present blacks have suffered a great deal of discrimination that have kept them
segregated in low-grade, poorly funded schools denying them the cultural capital that
represents a good education with which being able to compete in the labor market for
better jobs and incomes.

Give specific facts!

Blacks have also suffered residential segregation as a result of many

mechanisms as the restrictive racial covenants through which it was made sure that if
three quarters of the members of a white neighborhood signed a request for not renting,
leasing or selling to blacks all the other members of the neighborhood were obligated to
obey the request. Other mechanism that maintained blacks segregated and limited
substantially the access to physical capital of the black people was the mechanism
known as red lining. It was called red lining because banks and financial institutions
drew red lines on maps through the black and mixed neighborhoods that signified that
these neighborhoods were considered of the highest risk to concede a mortgage loan
so banks and financial institutions never made a loan for the purchase of a property in
these areas,

2

with the consequence of the lost of the physical capital that in normal conditions
would have acquired many members of the black and mixed neighborhoods with the
revaluation of the values of their properties as well as the increase of the residential
segregation of the black people as the people of the white neighborhoods refused to sell
properties to blacks fearing that their neighborhoods can be red lined with the
consequent lose of value of their properties.

2

The purposely orchestrated discrimination and segregation of the black

people in the United States have constrained significantly their access to the cultural
and physical capital needed to create wealth and prosper. The opposite case is the
case of the Cuban community that have had a wider access to physical and cultural
capital what explains why they have been more successful economically.