This article develops a diswegute and cumpummtive approach to discern the role of immigrants in urban economies. We disaggregate Asians into four dominant subgroups, and we disaggregate gross industrial employment categories into an industrial-occupational matrix. Using a relative measure of employment, we compare industrialoccupational niches for each Asian group in two Similar urban contexts, Los Angeles and New York. Empirical finding indicate that neither the supply-side nor demand-driven perspectives on immigrants' role in urban economies sufficiently explains the complex patterns we identified. Our results suggest that the neoclassical vision of immigrants -F i g particular niches for which they "fit", by virtue of qualifications or corporate needoverlooks the possibility that immigrants may work to create their own niche or compditive advantage through managing or manipulating the system. This possibility must be explored through interviews. We suggest that interview procedures be preceded by the type of analydis conducted here, so that specific, targeted questions can be developed for the field.

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Universities pursue education, research, and service as their three major missions. Service-learning is a way to deliver service which combines practical learning with community activities. Reciprocal relationships become important for equal and sustainable university community partnership. Social problems are often the subject with critical perspective in community engaged service-learning. Geography has a tradition addressing community issues with fieldwork and mapping. Community mapping becomes widely adopted with the aid of geographic information technology. University and community participate together in data collection and mapping for urban poverty and indigenous rights in developed and developing countries. Environmental justice is a growing concern in which local knowledge is emphasized and marginalized communities become visible in the decision-making process. For effective learning and community empowerment, data collection and mapping need to be separated for extensive use not overwhelmed by technical skills. Socially relevant issues are another to bring attention and participation from wider communities. Community geography in such direction can play a role to fulfill university social responsibility toward sustainable future.