what is one way immigrants to the united states in the late 1800s tried to assimilate?

Americanization is the procedure of an immigrant to the United States becoming a person who shares American values, behavior, and community by assimilating into American gild. This process typically involves learning the American English language and adjusting to American culture, values, and customs.

The Americanization motion was a nationwide organized effort in the 1910s to bring millions of recent immigrants into the American cultural organization. 30+ states passed laws requiring Americanization programs; in hundreds of cities the bedroom of commerce organized classes in English language and American civics; many factories cooperated. Over 3000 school boards, especially in the Northeast and Midwest, operated afterward-school and Saturday classes. Labor unions, especially the coal miners, (United Mine Workers of America) helped their members take out citizenship papers. In the cities, the YMCA and YWCA were especially active, every bit were the system of descendants of the founding generation such as the Daughters of the American Revolution. The movement climaxed during Earth War I, as eligible young immigrant men were drafted into the Army, and the nation made every attempt to integrate the European ethnic groups into the national identity.^[1]

As a form of cultural assimilation, the movement stands in contrast to afterwards ideas of multiculturalism. Americanization efforts during this time menstruation went beyond education and English language learning, into agile and sometimes coercive suppression of "strange" cultural elements. The movement has been criticized every bit xenophobic and prejudiced against Southern Europeans, though anti-German sentiment also became widespread after the U.Southward. declared war on Germany.

Background [edit]

The initial stages of immigrant Americanization began in the 1830s. Prior to 1820, foreign immigration to the United States was predominantly from the British Isles. There were other indigenous groups present, such every bit the French, Swedes and Germans in colonial times, simply comparably, these ethnic groups were a minuscule fraction of the whole. Shortly after 1820, for the first time, there began a substantial Irish and German migration to the United States. Up until 1885, immigrants were overwhelmingly Northwestern European (90% in that twelvemonth) which brought a similar culture to that already existing in the U.S. maintaining stability inside their bubble of natives and newcomers. Past 1905, a major shift had occurred, and 3-fourths of these newcomers were born in Southern and Eastern Europe. Their religion was mainly Roman Catholic, Greek Catholic and Jewish; Americanization became more hard because of the notable contrasts of customs, habits, and ethics to those of Northern and Western European immigrants.^{[ case needed ] [2]}

According to the United States Census Bureau, in 1910, in that location were about 13,000,000 foreign-built-in and 33,000,000 residents of a strange origin living in the United states of america. About 3,000,000 of the foreign-born over ten years of age were unable to speak English and about 1,650,000 were unable to read or write in any language. Close to one-half of the foreign-built-in populace were males of voting age; just but 4 out of every 1,000 of them were existence educated to learn English and well-nigh American citizenship. In total, about five one thousand thousand people in the United States were unable to speak English, and of those two 1000000 were illiterate. Globe War I (which started in 1914) and the years immediately following represented a turning betoken in the Americanization process.^[3] In 1910, 34% of strange males of draft age were unable to speak English; near half a meg of the registered alien male draftees were unable to understand military orders given in English. At the same fourth dimension, more than immigrants displaced by the state of war began arriving.^[2]

A number of Americans feared the growing presence of immigrants in the land posed a sufficient threat to the political guild. Americans' awareness of and attitudes towards immigrants and their foreign relations changed dramatically with America's increasing role in the earth.^[four] As Americans' views towards immigrants were growing more negative, fearful, and xenophobic, the Usa resorted to programs of forced Americanization, every bit well as the immigration brake acts of the 1920s, including the Immigration Act of 1924, primarily focused on restricting immigration from Southern and Southeastern Europe, in addition, to heavily restrict immigration of Africans, and a consummate ban on immigration of Arabs and Asians. At the same time, a new positive outlook of a pluralist lodge began to progress.^{[ clarification needed ] [5]}

History [edit]

The term "Americanization" was brought into full general use during the organization of "Americanization Day" celebrations in a number of cities for July four, 1915. Interest in the process of assimilation had been increasing for many years before such programs were designated "Americanization." The publication of a report of the United states Immigration Commission in 1911 marked the culmination of an try to codify a constructive national policy toward immigration and naturalization and was the basis of many of the programs adopted subsequently.^[6]

The National Americanization Committee was established in May, 1915, with help from the Commission for Immigration in America in the pursuit to bring all American citizens together as 1 to celebrate common rights equally Americans, wherever built-in. The committee was and so effective that it turned into a powerful arrangement, dealing with many aspects of American society, such every bit governmental departments, schools, courts, churches, women'due south clubs, institutions, and groups as units of co-functioning. This Commission was responsible for the standardization of Americanization work and methods, stimulating immigrant thought, involvement and activity. Their many experiments were after incorporated into governmental, educational, and business systems of the country. Its services and publications were complimentary.^[2]

During the period of mass immigration, the main target group of Americanization projects included Jews and Catholics and from southern and southeastern Europe. Churches, unions, and charities attempted to Americanize the new immigrants both formally through structured programs and informally at work through the surround created by direction. Americanization also suggests a broader process that includes the everyday struggle of immigrants to understand their new environment and how they invent ways to cope with information technology.^[3]

"During the late nineteenth Century, skilled Germans, British, Irish gaelic and native-born male person workers built strong craft unions and settle into comfy communities. Through their arts and crafts unions, churches, fraternal organizations, and other institutions, they created their own cultural worlds, ones that frequently left fiddling room for newcomers."^[three]

Private agencies likewise gave high priority to Americanization projects. The Ford Motor Company had an especially well-publicized program. Amid the religious groups carrying on systematic programs of work among immigrants were most of the larger Protestant denominations, the National Catholic State of war Council, the Y.M.C.A., the Y.W.C.A., the Knights of Columbus, and the Y.M.H.A. Extensive campaigns were also conducted past old stock patriotic organizations such every bit the National Security League, the Sons and Daughters of the American Revolution, and the Colonial Dames of America. The National Sleeping room of Commerce and hundreds of city chambers also did systematic piece of work. Public libraries likewise embraced Americanization as a patriotic duty during and after Earth War I.^[7] The National Federation of Women's Clubs and the National Council of Jewish Women also adopted definite and comprehensive programs of work.^[6] The organizations assisted newcomers with naturalization papers, helped reunite families, provided interpreters, warned about fraudulent offers, provided access to lawyers, and provided information about employment.^[viii]

In the backwash the target populations learned English and adopted American life styles in spoken communication, clothing and recreation. They clung to their historic religions. They not only retained their traditional cuisines,^[ix] but they also introduced the wider American public to the taste for pizza, bagels and tacos. Historian Vincent Cannato adds: "From sports and food to movies and music, they haven't just contributed to the civilisation, they have helped redefine information technology."^[x]

Social workers more often than not supported the Americanization movement, simply non all of them. Edith Terry Bremer strongly opposed Americanization programs before the war and wrote that Americanization stimulated fearfulness and hate. She then served as a special agent for the United states of america Immigration Committee Bremer was concerned that the existing public and private agencies serving immigrants largely ignored women so she made her about important contribution by establishing the kickoff International Institute in New York City as a YMCA experiment in December, 1910.^[11]

World War I [edit]

Interest in the strange born in the United States was quickened by the outbreak of Globe War I in 1914. Although the Usa remained neutral until April 1917, the war in Europe bandage attention on the many recent immigrants in the United States. Of special business concern was the issue of their political loyalty, whether to the United States or to their mother state, and the long-term tension regarding absorption into American society.

Numerous agencies became active, such every bit the Councils of National Defense, the United States Section of the Interior, the Nutrient Administration and other federal agencies charged with the task of uniting the people of the U.s. in support of the state of war aims of the government.^[6] The National Americanization Committee (NAC) was by far the almost important private organization in the movement. Information technology was directed by Frances Kellor. Second in importance was the Commission for Immigrants in America, which helped fund the Division of Immigrant Educational activity in the federal Bureau of Didactics.^[12] While John Foster Carr, a publisher and propagandist for Americanization, was convinced that the American public library was the most effective Americanization forcefulness. He joined the American Library Association on 1913, with the hope that American libraries would use his publications in their Americanization work with immigrants. A twelvemonth after he founded the Immigrant Publication Society of New York, which published his guidebooks for immigrants as well as handbooks and pamphlets on Americanization topics for librarians and social workers.^[thirteen]

Frederic C. Howe, Commissioner at Ellis Island, asked mayors nationwide to make July 4, 1915, Americanization nighttime in their communities.

Impact of war [edit]

Millions of recently arrived immigrants who had originally intended to return to the female parent country were unable to return to Europe because of the war from 1914 to 1919. The groovy bulk decided to stay permanently in America, and foreign language utilize declined dramatically as they switched to English. Instead of resisting Americanization they welcomed information technology, often signing up for English classes and using their savings to buy homes and bring over other family members.^[xiv]

Kellor, speaking for the NAC in 1916, proposed to combine efficiency and patriotism in her Americanization programs. It would be more than efficient, she argued, one time the factory workers could all understand English and therefore amend understand orders and avoid accidents. Once Americanized, they would grasp American industrial ideals and be open up to American influences and not subject area but to strike agitators or foreign propagandists. The result, she argued, would transform indifferent and ignorant residents into understanding voters, to make their homes into American homes, and to establish American standards of living throughout the ethnic communities. Ultimately she argued information technology would, "unite foreign-born and native alike in enthusiastic loyalty to our national ideals of liberty and justice."^[fifteen]

1920s [edit]

Afterwards World State of war I, the emphasis on Americanization programs was gradually shifted from emergency propaganda to a long-time educational program, when a study of weather in the draft army made by the United States Surgeon General'south office showed that xviii% to 42% of the men in ground forces camps were unable to read a newspaper or to write a alphabetic character abode, and that in the Northeastern, Midwestern, and Western U.s., these illiterates were near entirely foreign built-in. Indications were that barriers to any understanding of U.S. aims and interests were even more than marked than this among the older men and the women in the strange colonies of the U.South. Hundreds of Americanization agencies sprang upward overnight.^[6]

Late 20th century [edit]

After the 1970s, proponents of multiculturalism began attacking Americanization programs equally coercive and not respectful of immigrant civilization. A major debate today is on whether speaking English is an essential component of being American.

Immigrant groups [edit]

Cajuns [edit]

The French-speaking Cajuns of southern Louisiana were not immigrants—they arrived earlier the American Revolution in an isolated surface area that immune little contact with other groups. The Cajuns were forcefully Anglicized in the 20th century. Children were punished in school for using French; they were called names like "swamp rat" and "bougalie", forced to write lines ("I will not speak French in school"), fabricated to kneel on kernels of corn, and slapped with rulers.^{[16] : eighteen} French was likewise banned as a medium of education past the Country of Louisiana in 1912.^{[16] : eighteen} English also gained more prestige than Cajun French due to the spread of English-language movies, newspapers and radio into Acadiana.^{[16] : 20} Wartime military service broke the crust of traditionalism for younger men, while automobiles and the highway organisation allowed easy motility to Anglo cities. Prosperity and consumer civilisation, and a host of other influences have effaced much of the linguistic and cultural uniqueness of the Cajuns.^[17]

Dutch [edit]

Leonard Dinnerstein and David Yard. Reimers showed that immigrants who arrived during the 19th century in big numbers from western and northern Europe had mostly been alloyed. They call this process the loss of "One-time Globe culture" including increasing rates of intermarriage outside the native indigenous group and not using native languages in daily life, church, school, or media. This process continues across generations and these immigrant groups have get more assimilated into the mainstream American culture over time.^[eighteen]

Irish [edit]

The Irish were the most influential ethnic group regarding the initial waves of immigration to the United States and of Americanization. Newly arrived immigrants in American cities had a hard time avoiding the Irish. In that location was no way effectually the Irish for the newcomers, as the Irish gaelic were present in every attribute of American working-grade lodge. Between 1840 and 1890, more than 3,000,000 Irish immigrants had entered the United States, and by 1900, virtually 5,000,000 of their first and second generations were settled in. In that location were more than Irish gaelic living in the The states than in Ireland. Irish Americans played a major role in the newcomer's Americanization. In other words, identity in the United States emerged from dynamic relationships among ethnic groups, every bit well as from particular groups' own distinct history and traditions.^[19]

The newer ethnic groups were not directly assimilated to the American cultural mainstream, but rather, there was a gradual process of acculturation, where newcomer immigrants acculturated to a new style of life, learning new skills and habits through their unique experiences. This form of Americanization was a process carried out partially through force and coercion, that occurred in settlement houses, night school classes, and corporate programs, where these working-class immigrants were pressed to larn WASP values. "A primal to understanding the multi-ethnic American city is that about immigrants came to sympathize their new world less through such formal programs, than through informal contacts with the Irish and other experienced working-grade Americans of diverse ethnic backgrounds in the streets, churches, and theaters."^[19] Historian James Barrett states, "Within the labor motility, the Catholic Church building, and the political organizations of many working-grade communities, the Irish gaelic occupied vital positions as Americanizers of later groups."^[20]

From the start days of foreign clearing to the United States all the way to present day America, immigrant Americanization is a very complex, 150-year process of gradual acculturation. The notion that Americanization is an like shooting fish in a barrel, simple, 1 fashion process is inaccurate. The main reason backside this is that people tend to hold on to their cultures.

Past the late nineteenth century, racism was genuinely rooted in the earth views of many workers and was passed on to newcomer immigrants, expediting the procedure of course unity.^[3]

Jews [edit]

Jacob Schiff played a major role as a leader of the American Jewish customs in the late 19th century. At a time of increasing demand for immigration brake, Schiff supported and worked for Jewish Americanization. A Reform Jew, he backed the creation of the Conservative Jewish Theological Seminary of America. He took a stand favoring a modified form of Zionism, reversing his earlier opposition. To a higher place all, Schiff believed that American Jewry could live in both the Jewish and American worlds, creating a remainder that made possible an enduring American Jewish community.^[21]

The National Quango of Jewish Women (NCJW), founded in Chicago in 1893, had the goals of philanthropy and the Americanization of Jewish immigrants. Responding to the plight of Jewish women and girls from Eastern Europe, the NCJW created its Department of Immigrant Help to assist and protect female immigrants from the time of their arrival at Ellis Island until their settlement at their final destination. The NCJW'southward Americanization program included assisting immigrants with housing, wellness, and employment bug, leading them to organizations where women could brainstorm to socialize, and conducting English classes while helping them maintain a strong Jewish identity. The council, pluralistic rather than conformist, continued its Americanization efforts and fought against restrictive immigration laws after World War I. At the forefront of its activities was the religious education of Jewish girls, who were ignored by the Orthodox community.^[22] Americanization did not mean giving upwards traditional indigenous foods.^[23]

Italians [edit]

Earth State of war I closed off most new arrivals and departures from Italy. The Italian American community supported the American state of war attempt, sending tens of thousands of young men into the armed forces, as others took jobs in war factories. Ownership war bonds became patriotic, and utilise of English surged equally the customs supported the Americanization campaigns.^[24] Past the 1920s the Little Italies had stabilized and grew richer, as workers gained skills and entrepreneurs opened restaurants, groceries, construction firms and other small businesses. With few new arrivals, there was less Italian and more English spoken, especially past the younger generation.^[25]

Mexicans [edit]

Ethnic Mexicans are one of the largest groups of people in the U.s.a.. Early on, many Mexican migrants and Mexican-Americans were actively trying to become a part of Anglo-American society. From the 1910s and onward at that place has been a big focus put onto the youth in California. There were, and still are, stereotypes of the youth ranging from "illegal aliens" to "criminals." Mexican-Americans who were interested in assimilating or being accepted into white American society. In an attempt to combat negative stereotypes associated with Mexicans in the The states, some Mexicans chose to cover Mexican American identity promoted by the nativists in California.^[26]

In Merton E. Hill'due south "The Evolution of an Americanization Program," Hill states that "the public must be angry to a realization of the groovy and firsthand need of making provision for educational, vocational, and sanitation programs that will result in…promoting the utilise of the English language, the correct American customs, and the best possible standards of American life."^[27] The goal was to integrate Ethnic Mexican youth into American guild so they would get truly American in the public'due south view. This Americanization took over the people'south Mexican civilization and made labeled "outwardly Mexican" culture as un-American.

The Americanization efforts were likewise passed on through the domicile. From the point of view of Anglo-Americans, the best manner to change the youth was through the help of mothers. Mothers were one of the preferred vessels of the Americanization of Mexicans because they were the ones that spent more than time in the home and they could pass on their learned American values to the youth. In club to Americanize the mothers, they were taught through the assist of the Home Teacher Act of 1915. With this act, teachers were allowed to enter the homes of Mexicans in California and teach the women how to exist American and to pass on values to their children.^[28]

Other than the mothers, another effort that was made to Americanize the youth was to Americanize young Mexican girls. Young girls were starting to be taught in schools nigh different American values and customs through activities such as sewing, budgeting, and maternity.^[29] The same idea for educating young girls was the reason that they were educating mothers, the girls would grow upwards to be mothers and have an influence on the lives of Mexican Americans in and outside the household.

Education was the primary focus of the Americanization efforts. Before long, it became engraved in the minds of Mexican-Americans that the all-time way to become a part of American society was through leaving their own Mexican culture behind. Throughout the southwest, new organizations were beingness created to fully integrate Mexican-Americans into society. I example is the League of United Latin American Citizens (LULAC), which was founded in 1929 and merely allowed United States Citizens to join. Found in a LULAC pamphlet is the phrase "We believe that instruction is the foundation for the cultural grown and evolution of this nation and that we are obligated to protect and promote the educational activity of our people in accordance with the best American principles and standards," showing the organization's dedication to Americanization. Through organizations that supported Americanization being created earlier World State of war II, there came a larger separate between Mexican immigrants and Mexican-Americans.^[30]

Some Mexican Americans also rejected Americanization by creating a distinct identity influenced by the Black American counterculture of zoot suiters in the jazz and swing music scene on the eastward coast.^{[31] [32]} Anti-assimilationist Mexican American as early as the 1940s youth rejected the previous generation's aspirations to assimilate into Anglo-American or American society and instead developed an "alienated pachuco culture that fashioned itself neither equally Mexican nor American."^[33] Some pachucos/equally and Mexican American youth began to place as Chicano/a as early on as the 1940s and 1950s. Identifying every bit Chicano/a was a way of reclaiming what had widely been used as a classist term of derision directed towards indigenous Mexicans who were not Americanized.^{[34] [35] [36]} Chicano/a was widely reclaimed in the 1960s and 1970s to express political empowerment, indigenous solidarity, and pride in being of Indigenous descent, diverging from Mexican American identity. ^{[33] [37]}

Poles [edit]

The study of Smooth immigrants to the United states, The Smooth Peasant in Europe and America (1918–1920), became the landmark beginning study of this process.^[38]

Other uses [edit]

The term also is used for the cultural transformation of areas brought into the U.South., such as Alaska,^[39] and on the absorption of Native Americans.^[40]

Touch on on other countries [edit]

The term Americanization has been used since 1907 for the American impact on other countries.^[41]

Encounter also [edit]

• Americanization (strange culture and media)
• Melting pot
• Civic nationalism, and its converse, ethnic nationalism
• Nativism
• Immigration to the U.s.a.
• Salad bowl (cultural idea)

References [edit]

1. ^ John F. McClymer, State of war and Welfare: Social Engineering in America, 1890–1925, (1980), pp. 79, 105–52
2. ^ ^{a b c} Hill, Howard C. (1919). "The Americanization Motility". American Journal of Folklore. 24 (6): 609–42. doi:x.1086/212969. JSTOR 2764116. S2CID 144775234. This article incorporates text from this source, which is in the public domain .
3. ^ ^{a b c d} James R. Barrett, "Americanization From The Lesser Upward: Immigration and the Remaking of the Working Class in the United States, 1880–1930." Periodical of American History (1998) 79#three pp. 996–1020. in JSTOR
4. ^ Gabaccia, Donna R. (2012). Foreign Relations: American Immigration in Global Perspective. Princeton: Princeton University Press. pp. i–13. ISBN9781400842223.
5. ^ Conzen, Kathleen Neils; Gerber, David A.; Morawska, Ewa; Pozzetta, George E.; Vecoli, Rudolph J. (January 1, 1992). "The Invention of Ethnicity: A Perspective from the U.S.A.". Journal of American Ethnic History. 12 (one): 3–41. JSTOR 27501011.
6. ^ ^{a b c d} Reynolds, Francis J., ed. (1921). "Americanization". Collier's New Encyclopedia. New York: P. F. Collier & Son Visitor.
7. ^ Freeman, Robert (2003). Libraries to the People: Histories of Outreach. Jefferson, NC: McFarland & Company. p. 96. ISBN978-0-7864-1359-1.
8. ^ Paula 1000. Kane, Separatism and Subculture: Boston Catholicism, 1900–1920 (2001) pp. 39–twoscore.
9. ^ Jennifer Jensen Wallach (2013). How America Eats: A Social History of U.S. Food and Culture . Rowman & Littlefield. pp. 179–80. ISBN9781442208742.
10. ^ Vincent J. Cannato "How America became Italian," Washington Post Oct 9, 2015
11. ^ Sicherman, Barbara (1980). Notable American Women . Harvard University Press. pp. 105–06.
12. ^ McClymer, War and Welfare pp. 110–11
13. ^ Freeman, Robert (2003). Libraries to the People: Histories of Outreach. Jefferson, NC: McFarland & Company. pp. 97–98. ISBN978-0-7864-1359-1.
14. ^ Thomas J. Archdeacon, Becoming American (1984) pp. 115, 186–87
15. ^ McClymer, State of war and Welfare, pp. 112–thirteen
16. ^ ^{a b c} Shane Bernard (2000). The Cajuns: Americanization of a People. University Press of Mississippi. ISBN9781604734966 . Retrieved May 30, 2013.
17. ^ Shane Bernard, The Cajuns: Americanization of a People (2002)
18. ^ Peter Ester. "Double Dutch? Formative years, youth memories, and the life course of older Dutch-Americans: the role of ethnicity and faith".
19. ^ ^{a b} Barett, James (2012). The Irish gaelic Way: Condign American in the Multiethnic Metropolis. New York: the Penguin Group. pp. 1–12.
20. ^ Barrett, p 127.
21. ^ Evyatar Friesel, "Jacob H. Schiff and the Leadership of the American Jewish Community. Jewish Social Studies 2002 8(two–3): 61–72. ISSN 0021-6704
22. ^ Seth Korelitz, "'A Magnificent Piece of Work': the Americanization Piece of work of the National Council of Jewish Women." American Jewish History 1995 83(ii): 177–203.
23. ^ Robert Seltzer (1995). The Americanization of the Jews. NYU Press. p. 259. ISBN9780814780008.
24. ^ Christopher 1000. Sterba, Expert Americans: Italian and Jewish immigrants during the Beginning World War (2003)
25. ^ Humbert S. Nelli, "Italians," in Stephan Thernstrom, ed. Harvard Encyclopedia of American Ethnic Groups (1980) 545–60
26. ^ Sanchez, George J.. Becoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945. Cary, GB: Oxford University Press, USA, 1995. ProQuest ebrary. Web. 19 Apr 2017.
27. ^ Vargas, Zaragosa. Major Problems in Mexican History: Merton E. Hill Outlines a Program for Americanizing the Mexicans, copyright 1931. University of California Santa Barbara, 1999.
28. ^ The Habitation Teacher: The Act, with a Working Plan and 40 Lessons in English. The Commission of Immigration and Housing in California, 1915.
29. ^ Ellis, Peal Idelia. Americanization through Homemaking. Department of Americanization and Homemaking, Covina City Elementary School. Library of Congress, 1929.
30. ^ League of United Latin American Citizens. History of LULAC: founded Feb 17, 1929, pamphlet, Date Unknown, University of North Texas Libraries, The Portal to Texas History. Web. twenty April 2017.
31. ^ Bojórquez, Charles "Chaz" (2019). "Graffiti is Art: Any Drawn Line That Speaks About Identity, Dignity, and Unity... That Line Is Art". Chicano and Chicana Fine art: A Critical Anthology. Duke University Printing Books. ISBN9781478003007.
32. ^ Avant-Mier, Roberto (2010). Stone the Nation: Latin/o Identities and the Latin Rock Diaspora. Bloomsbury Publishing. pp. 56–58. ISBN9781441167972.
33. ^ ^{a b} López, Ian Haney (2009). Racism on Trial: The Chicano Fight for Justice. Harvard University Press. pp. one–3. ISBN9780674038264.
34. ^ Macías, Anthony (2008). Mexican American Mojo: Popular Music, Trip the light fantastic, and Urban Civilisation in Los Angeles, 1935–1968. Knuckles Academy Printing. p. 9. ISBN9780822389385.
35. ^ Herbst, Philip (2007). The Color of Words: An Encyclopaedic Dictionary of Ethnic Bias in the Usa. Intercultural Press. p. 47. ISBN9781877864971.
36. ^ Ana Castillo (May 25, 2006). How I Became a Genre-jumper (Tv broadcast of a lecture). Santa Barbara, California: UCTV Channel 17.
37. ^ San Miguel, Guadalupe (2005). Brown, Not White: Schoolhouse Integration and the Chicano Motion in Houston. Texas A&M University Press. p. 200. ISBN9781585444939.
38. ^ Zygmunt Dulczewski (1984). Florian Znaniecki: życie i dzieło (in Shine). Wydawnictwo Poznańskie. pp. 175–77. ISBN978-83-210-0482-ii.
39. ^ Ted C. Hinckley, The Americanization of Alaska, 1867–1897 (1972)
40. ^ Francis P. Prucha, Americanizing the American Indians: Writings by the "Friends of the Indians," 1880–1900. (1973)
41. ^ Samuel E. Moffett, The Americanization of Canada (1907) total text online; see also Ralph Willett, The Americanization of Germany, 1945–1949 (1989)

Further reading [edit]

• Barrett, James R. "Americanization from the Bottom, Upward: Immigration and the Remaking of the American Working Grade, 1880–1930." Journal of American History (1992) 79#3 pp. 996–1020. in JSTOR
• Bernard, Shane. The Cajuns: Americanization of a People (2002).
• Cowan, Neil M. and Cowan, Ruth Schwartz. Our Parents' Lives: The Americanization of Eastern European Jews. (1989).
• McClymer, John F. State of war and Welfare: Social Technology in America, 1890–1925 (1980)
• Olneck, Michael R. "Americanization and the Instruction Of Immigrants, 1900–1925: An Assay Of Symbolic Action." American Periodical of Didactics 1989 97(four): 398–423; shows that Americanization programs assistance liberate youth from the tight confines of traditional families in JSTOR
• Olneck, Michael R. "What Have Immigrants Wanted from American Schools? What Do They Want Now? Historical and Contemporary Perspectives on Immigrants, Language, and American Schooling," American Periodical of Education, 115 (May 2009), 379–406.
• Seltzer, Robert 1000. and Cohen, Norman S., eds. The Americanization of the Jews. (1995).
• Sterba, Christopher M. Good Americans: Italian and Jewish immigrants during the First World State of war (2003).
• Van Nuys, Frank. Americanizing the W: Race, Immigrants, and Citizenship, 1890–1930 (2002).
• Ziegler-McPherson, Christina A. Americanization in the states: Immigrant Social Welfare Policy, Citizenship, and National Identity in the The states, 1908–1929, (2009)

Historiography [edit]

• Brubaker, Rogers. "The render of assimilation? Irresolute perspectives on clearing and its sequels in France, Deutschland, and the United States." Ethnic and racial studies 24#4 (2001): 531–48. online
• Kazal, Russell A. "Revisting Absorption: The Rising, Fall, and Reappraisal of a Concept in American Ethnic History." American Historical Review (1995) 100#2 pp. 437–71 in JSTOR
• Steinberg, Stephen. "The long view of the melting pot." Ethnic and Racial Studies 37#5 (2014): 790–94. online

Main sources [edit]

• Bogardus, Emory Stephen. Essentials of Americanization (1920).
• Brooks, Charles Alvin. Christian Americanization: A Task for the Churches (1919).

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Source: https://en.wikipedia.org/wiki/Americanization_(immigration)

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