Trajectory of social mobility: Asian Indian children coming of age in New York City

Abstract

Contextualized within constructivist paradigm and the phenomenological hermeneutic framework, this minority performance ethnographic study on social mobility and second-generation Asian Indian immigrants examines the intergenerational and intragenerational social mobility of children post-1965 Indian immigrants in the metropolis of New York. This study explores two issues: first, to what extent the current challenges in the US economy hinder upward social mobility of the children of Indian immigrants. Second, how parental messages of taking advantages of both worlds contributes to second-generation Asian Indians' success or failure in American society. While economic and financial globalization facilitated mobilization across national borders the recent economic crisis poses tough challenges for Indian immigrants and their children. Findings indicate that positive ethnic structure, social mobility and the cultural capital provide the younger generation with an adaptive advantage to meet the challenges of mainstream society. The study concludes that despite recent constraints of US economy, in general, there is significant economic gain from the first to the second generation. In the case of second-generation Asian Indians economic and non-economic forms of social mobility compliment each other.

Are Asian American children and youth high achieving?: Unpacking variations of educational achievement from an integrative ecological perspective.

“…Familial social capital has shown to be positively associated with academic achievement, including high GPA (comprising grades in STEM-related fields) and college admission, in the studies on Chinese Americans across generations (Li et al, 2008), 1.5- and 2nd-generation Asian Indian Americans (Saran, 2011), and 2nd-generation Southeast Asian Americans (Surla & Poon, 2015). Social capital is defined as one’s social networks to individuals and local resources (Yosso, 2005; Zhou & Bankston, 1994).…”

“…Social capital is defined as one’s social networks to individuals and local resources (Yosso, 2005; Zhou & Bankston, 1994). Forms of social capital in a family system that are related to academic success include: (a) parental networks that are familiar with the American educational system (Saran, 2011) and (b) college-educated extended family members (e.g., cousins) or friends who are able to offer children and youth academic assistance and guidance or serve as role models (Li et al, 2008; Surla & Poon, 2015). Li et al's (2008) study on Chinese American adolescents suggests that social capital can be protectors for those from low-income families, with those with social capital scoring higher GPA than those without.…”

Experiences of second-generation students of Punjabi Sikh ancestry in the British Columbia school system

“…These values, inculcating children to perform well are especially prevalent in US studies. Researchers such as Saran (2011Saran ( , 2015 and Puar and Rai (2004) found that the expectation from migrant parents that their offspring achieve upward mobility has encouraged them to do well and perpetuated the myth of the model minority. Canadian circumstances are different, especially in regard to migration patterns.…”