Introduction to Asian American Studies 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

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

Today Discuss Hu-Dehart’s piece Analyze terms from Kitano & Daniels on the Chinese American experience Feedback on Reading Notes

Questions to consider: 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) Labor Gold Rush, Agriculture, Railroad, laundries Country of Origin’s 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?

Recap of Monday’s Discussion What social structures shape their experience? How does power distribution shape experience? How is experience shaped by the way power impacts social structure?

Recap of Monday’s Discussion What social structures shape their experience? How does power distribution shape experience? How is experience shaped by the way power impacts social structure? Key question: does power shape social structure, or does social structure influence power?

Hu-Dehart’s “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 Garment industry Chinatowns Neo-colonization/Globalization Borderlands Colonization Diaspora Co-ethnic exploitation Subcontracting

Kitano & Daniels, Ch. 4: Chinese After 1943 Paper Sons Tiananmen Square demonstration The Good Earth World War II economy FOBs and ABCs Dr. Wen Ho Lee Arrival of Chinese women Cold War Ping-Pong diplomacy Hiram Fong Levels of education Model Minority Immigration Act of 1965 The fall of Saigon

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 Origin’s 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

Points Characteristics 9-10 Demonstrates intellectual curiosity and enthusiasm Articulates the problem/issue/phenomenon States the author’s 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

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?

Pay attention to what you want to get from the text 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 we’ve 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.

To Prepare for Next Session Kitano Daniels, Ch. 5-6 on Japanese Americans. OBD: Bulosan, Part I (Ch. 1-12) – short chapters, don’t panic.