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While it is widely known that many group differences are lost beneath encompassing racial terms such as Asian American, less attention is given to differences within any one specific ethnic group: the intra-national ethnicity dimension. Thus, this paper seeks to further understand the 1.5 and second-generation incorporation process by examining the intra-national ethnicity of children of immigrants from one nation, Viet Nam, and unfolding the experiences of two of its many sub-ethnic groups - the Vietnamese and the Chinese-Vietnamese. This paper explores the following questions: What differences, if any, exist between these two sub-ethnic groups? What are some ethnic identity and adaptation patterns and outcome for the children of the immigrants of this particular intra-national ethnic group (Chinese-Vietnamese vs. Vietnamese)? The purpose of this paper is to incite discussion and provide preliminary findings in this propose field of research. Findings from this study show that variances exist within this particular intra-national ethnic groups vis-à-vis ethnic identification and educational attainment. However, further research is necessary to explain the causes and consequences of these adaptation distinctions. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Immigration to the United States can generally be divided into two large groups - the old immigrants of the early nineteenth century and the new immigrants of the mid to latter twentieth century. There are many distinctions between these two groups. One difference lies in the immigrant's home of origin. While the immigrants of the early nineteenth century comprise mainly of Southeastern Europeans, a large bulk of the new immigrants of the twentieth century are from Latin America and Asia. Previous studies on the experiences of the new 1.5 and second generation largely focus on this group's social, educational, and cultural progression. Missing from this discussion is the positioning of this group's racial and ethnic identity within the umbrella term of "Asian American." Thus, this paper explores how the new Asian 1.5 and second generation are positioned within Asian America. Furthermore, the applicability of the term "Asian American" for this group of new 1.5 and second generation is also addressed. [ABSTRACT FROM AUTHOR]

The historical racialization of Asian Americans is pertinent to the future of Asian Americans. The creation of racial ideologies, whether considered as "positive" or "negative" labeling by society at large, is still largely consequential. While it is clear that the process of racialization can have a lasting effect (i.e. the model minority myth), what remain unclear are its effects on Asian American youth. How are Asian American youths affected by, and how do they react to, these labels? This paper explores literature on the Asian American youths who utilize strategies and techniques to create their ethnic and racial identities. This paper argues that Asian American youths can potentially risk compromising their ethnic and racial identities when they internalize racialized labels and engage in techniques of disidentifying from coethnics and other forms of self-denigration. As a consequence, Asian American youths consciously and unconsciously perpetuate existing racialization of Asian America by engaging in various techniques to assimilate into mainstream society. [ABSTRACT FROM AUTHOR]

What role does the availability of financial resources play in high school seniors? educational expectations? Although many econometric studies have examined been the availability of financial resources and college matriculation, the sociological literature has not as much explored the connection between financial aid and college expectations. This paper utilizes a unique data set that captures a natural experiment occurring between two cohorts of low-SES high school seniors in 2000 and 2002, in which one group had access to full-tuition scholarships while the other did not. Through survey data and interviews, we find that receipt of the scholarship is positively associated with high educational expectations; 2) socioeconomic status results support previous studies that students with higher socioeconomic status possess higher educational expectations; 3) the scholarship appears to work by strengthening morale and relieving anxiety. [ABSTRACT FROM AUTHOR]

Framed in a semi-autobiographical manner, this paper focuses on the topic of the new 1.5 and second generation and the role of language in the search for home through personal identity. This paper draws from autobiographical accounts that are placed into larger historical context, and substantiated by theoretical frameworks. This paper explores my search for home through the navigation of multiple ethnic and social worlds. The goal of this paper is to create a dialogue on the issue of language and identity formation for the new 1.5 and second generation. [ABSTRACT FROM AUTHOR]