Department of Ethnic Studies

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ETHN 14 Introduction to Asian American Studies

• Department of Ethnic Studies Asian American
  Studies Program
• California State University, Sacramento

Week 5 Session 2 Chinese Americans After 1942
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Last Time

• Discussed/defined crosscutting themes that will
  allow us to conduct a comparative analysis of
  communities over the next several weeks
• Applied crosscutting themes to Ch. 3 of Kitano
  and Daniels by categorizing and contextualizing
  key terms associated with the early Chinese
  American experience

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Today

• Discuss Hu-Deharts piece
• Analyze terms from Kitano Daniels on the
  Chinese American experience
• Feedback on Reading Notes

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Crosscutting Themes Chinese Americans
Immigrant Populations Sojourner immigrants
Settlement Patterns Gold Rush, San Francisco (dai fu), Railroads, bachelor societies
Factors that influenced Immigration (Push-Pull) Sojourner immigrants
Labor Gold Rush, Agriculture, Railroad, laundries
Country of Origins Relationship with US Government
Exclusion, Surveillance, and Discrimination Foreign Miners Tax, Chinese Exclusion Act, Ordinances of living and labor conditions
Community Institutions Six Companies, Family Associations, Tongs, bachelor societies
Cultural representations of the racialized other Charlie Chan, hatchet men
Generations and Acculturation

• Questions to consider
• How is the community structured?
• How is power distributed?
• How are identities constructed inside and outside
  of the community?
• -Where are cultural differences observed?

5
Recap of Mondays Discussion
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Recap of Mondays Discussion
Key question does power shape social structure,
or does social structure influence power?
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Hu-Deharts Chinatowns and Borderlands

• Some quick take-aways Patterns in Asian
  immigration, settlement, and labor are rooted in
  colonization and neo-colonization /
  globalization. We need to be careful not to
  consider experience solely from a nation
  perspective.
• Key Terms

• Ethnic enclaves
• Chinatowns
• Borderlands
• Diaspora
• Subcontracting
• Garment industry
• Neo-colonization/Globalization
• Colonization
• Co-ethnic exploitation

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Kitano Daniels, Ch. 4 Chinese After 1943

• Paper Sons
• The Good Earth
• World War II economy
• Arrival of Chinese women
• Cold War
• Ping-Pong diplomacy
• Hiram Fong
• Levels of education
• Model Minority
• Immigration Act of 1965
• The fall of Saigon
• Tiananmen Square demonstration
• FOBs and ABCs
• Dr. Wen Ho Lee

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Crosscutting Themes Chinese Americans
Immigrant Populations Sojourner immigrants, paper sons, Chinses women, levels of education, Immigration Act of 1965
Settlement Patterns San Francisco (dai fu), Railroads, bachelor societies, Chinatowns, ethnic enclaves
Factors that influenced Immigration (Push-Pull) Gold Rush, Sojourner immigrants, Colonization, Chinese diaspora, Immigration Act of 1965
Labor Gold Rush, Agriculture, Railroad, laundries, garment industry, subcontracting, World War II economy, levels of education
Country of Origins Relationship with US Government Globalization/neo-colonization, Chinese diaspora, The Good Earth, The Cold War, ping pong diplomacy, the fall of Saigon, Tienemen Square demonstration
Exclusion, Surveillance, and Discrimination Foreign Miners Tax, Chinese Exclusion Act, ordinances of living and labor conditions, co-ethnic exploitation, Dr. Wen Ho Lee
Community Institutions Six Companies, Family Associations, Tongs, bachelor societies, Hiram Fong
Cultural representations of the racialized other Charlie Chan, hatchet men, The Good Earth, Model Minority, Immigration Act of 1965
Generations and Acculturation Native Sons of the Golden State, paper sons, Hiram Fong, FOBs, ABCs
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Points Characteristics
9-10 Demonstrates intellectual curiosity and enthusiasm Articulates the problem/issue/phenomenon States the authors thesis/position/argument. Locates and summarizes constitutive elements of the argument. Identifies and defines/describes key terms upon which the author builds their argument. Provides some reflection, critique, and/or connection to our course. Thoughtful and thorough work.
7-8 Breaks down argument. Decent effort but analysis may not be as careful or thorough. Makes connection to class topics and discussions. Provides a reaction or opinion
5-6 Summarizes some key ideas. Does not identify argument.
0-4 Summarizes random points Shows little reflection Hurried effort
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Some Tips on Academic Reading

• Put in the time. Three hours of class time
  requires six hours of outside preparation. That
  means for each class session, you should expect
  to prepare roughly 2 hours.
• Reading is a social process. We tend to think of
  it as a solitary experience.
• Think of rituals story time in preschool and
  kindergarten.
• Holding group discussions about readings can be
  crucial form study groups, hold conversations,
  have a reading buddy.
• Pay attention to patterns all texts have some
  kind of format.
• Every text has a question or problem at its root,
  whether it is explicitly stated or not. Think to
  yourself, what is the problem this person is
  trying to solve or phenomenon they are trying to
  explore? How do they organize their thinking on
  the topic? What are the bigger ideas, and how are
  these broken down into smaller ones?

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• Pay attention to what you want to get from the
  text. In our case, the major ideas for our course
  have been outlined. Pay particularly close
  attention to the theoretical framework and
  crosscutting themes weve been discussing.
• Be patient. Reading in unfamiliar territory is a
  skill that develops over time.
• Remember you have tons of resources!
• Peers, professor, teaching assistants, support
  service programs (writing center, counselors,
  etc.) can help you to improve your study skills,
  keep you motivated, and hold you accountable.

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To Prepare for Next Session

• Kitano Daniels, Ch. 5-6 on Japanese Americans.
• OBD Bulosan, Part I (Ch. 1-12) short chapters,
  dont panic.