1. Gender, Ethnicity, & Race ”I hypothesize that second-generation men’s and women’s divergent fates reflect the construction of gender and `gendered ethnicity’ at three strategic sites—at work, in school, and at home/in the community—where these constructions also interact with immigrant incorporation, class, and racial and ethnic processes.”

2. Gender, Ethnicity, & Race ”A dominant image in contemporary research on immigration, education, and mobility argues that immigrant ethnicity can facility the upward mobility of immigrants and their children, whereas `Americanization’ (adaption to norms and expectations of the native-born, especially those of native minorities) tends to inhibit upward mobility by fostering an oppositional stance toward mainstream institutions, education and work.”

3. Gender, Ethnicity, & Race ”Related work posits that niche formation and maintenance using ethnicity as a marker or movement into the mainstream economy is the main mechanism for upward mobility.”

4. Gender, Ethnicity, & Race ”I hypothesize that gender roles and processes strongly affect how second-generation men and women come to understand their `Mexican’ identity and profoundly affect their school and work practices, decisions, and aspirations.”

5. Gender, Ethnicity, & Race ”...for Mexican Americans in new York…showed that 19% of men and 31% of women were upwardly mobile in terms of occupational prestige and income. Moreover, Mexican American women are almost twice as likely (17%) as men (9%) to work in professional/technical jobs.”

6. Gender, Ethnicity, & Race ”...men were more than twice as likely to work in immigrant industries and other miscellaneous low-paying jobs than the women (38-men and 14- women) and they started to work at a younger age.”

7. Gender, Ethnicity, & Race ”First, women are more likely to be in jobs and niches where what Moss & Tilly [1996] call `soft skills’ matter and that offer benefits and pay and greater opportunities for advancement”

8. Gender, Ethnicity, & Race ”Second, the meaning of ethnicity is different for men and women in these different niches. Specifically, `Mexicanness’ has a more plausible ethnic meaning for those in the clerical and retail niches, especially the women, and a more racialized, excluded meaning for those in immigrant industries.”

9. Gender, Ethnicity, & Race ”The meaning of `Mexicanness’ for this second-generation and man and women could not be more different. For the man, his `Mexicanness’ gets conflated with with his limited success in the labor market, his lack of education and his current (and probably future) work in an `immigrant’ job, `a place where I don’t want to be’.”

10. Gender, Ethnicity, & Race ”For the women in the clerical sector, her ethnicity is `not an issue’ and seems, indeed, to fade into whiteness in direct proportion to the esteem in which her (white) boss holds for her.”

11. Gender, Ethnicity, & Race ”…different gender roles that second-generation men and women adopt in different `activity settings’, a concept akin to `habitus’, as they focus on daily customs that teach them how to do things and what is normal.”

12. Gender, Ethnicity, & Race ”Activity settings are both reactions to external conditions and also actions that help create a child’s orientation towards the world. Second-generation boys’ and girls’ activity settings are highly gendered.’

13. Gender, Ethnicity, & Race ”The boys’ experience of the `Mexicanness’ and gender approximates a process of racialization, with the associated difficulties of engagement and entry, whereas the girls’ experience approximates a process of ethnicization.’

14. Gender, Ethnicity, & Race ”First, gender relieved the girls of the need to constantly confront co- ethnic pressures or even violence. …Second, girls went to more selective high schools that had more academically gifted students and in which student ethnicity was dealt with differently.”

15. Gender, Ethnicity, & Race ”Third, the more competitive high schools had higher graduation rates: only one-third of entering freshmen graduate from schools like Graves [boys], where as up to two-thirds or more graduate from more selective schools [girls].”

16. Gender, Ethnicity, & Race ”Fourth, the girls formed pan- Latino and panminority friendship groups in school, whereas the boys’ friendship groups became almost exclusively Mexican and largely male and gang-focused.”

17. Gender, Ethnicity, & Race ”…girls’ broader friendship networks…placed their ethnicity within a academically successful context. The boys’ ethnicity, by contrast, grew more salient and became a tributary to `doomed resistance’; being an authentic Mexican American male meant cutting school, not doing homework, and not caring.”

18. Gender, Ethnicity, & Race ”…this analysis points to the gendered construction of social capital: gender helps the women acquire more human capital in school, leads at home to their developing skills as mediators, translators, and surrogate parents, and offers them a gendered and growing labor market niche in the mainstream economy—a niche created by employer preferences and reinforced by the male/female skills gap.”

19. Review Questions 1.) What is gendered ethnicity? 2.) What are the three sites where gendered ethnicity manifests itself? 3.) Why are girls more apt to go to selective high schools? 4.) Why is the boys experience more racialized? 5.) What’s an activity setting? 6.) how do friendship groups affect the experience of boys versus girls?