Winner of the 2010 Otis Dudley Duncan Award for Outstanding Scholarship in Social Demography

"Michael White and Jennifer Glick tackle the thorny issue of immigrant incorporation by examining dimensions of structural assimilation: educational achievement, labor market outcomes, and residential segregation .... White and Glick find that immigrants-and the second generation-do, in fact, succeed and follow a path of upward mobility on all structural indicators .... White and Glick go far beyond the starting line and convincingly argue that, in order to fully understand immigrant incorporation, researchers need to adopt longitudinal and intergenerational approach, as these authors do in Achieving Anew."
-AMERICAN JOURNAL OF SOCIOLOGY "

"Michael White and Jennifer Glick's comprehensive study of immigrant assimilation in schools, labor markets, and neighborhoods puts to rest the myth that today's arrivals are less interested or less able to integrate than earlier generations. Their illuminating analysis reveals that the principal barriers to progress in the United States stem less from any shortcomings on the part of immigrants than from lingering prejudice and discrimination in American society. Anyone interested in understanding immigration today should definitely read Achieving Anew."
-DOUGLAS S. MASSEY, Princeton University 

"Michael White and Jennifer Glick challenge the time-honored wisdom of assimilation and meticulously attend to the intersection of race, class, time, and space in determining upward socioeconomic mobility of contemporary immigrants."
-MIN ZHOU, UCLA 

"Timely, innovative, and policy-relevant, [Achieving Anew] brings a much-needed examination of national longitudinal data sets to the study of educational and residential incorporation across generations. Michael White and Jennifer Glick demonstate through nuanced and careful analyses that the members of these groups, while substantially improving their situations over time, nonetheless often remain disadvantaged because they start from lower positions."
-FRANK D. BEAN, University of California, Irvine

Can the recent influx of immigrants successfully enter the mainstream of American life, or will many of them fail to thrive and become part of a permanent underclass? Achieving Anew examines immigrant life in school, at work, and in communities and demonstrates that recent immigrants and their children do make substantial progress over time, both within and between generations.

From policymakers to private citizens, our national conversation on immigration has consistently questioned the country’s ability to absorb increasing numbers of foreign nationals—now nearly one million legal entrants per year. Using census data, longitudinal education surveys, and other data, Michael White and Jennifer Glick place their study of new immigrant achievement within a context of recent developments in assimilation theory and policies regulating who gets in and what happens to them upon arrival. They find that immigrant status itself is not an important predictor of educational achievement. First-generation immigrants arrive in the United States with less education than native-born Americans, but by the second and third generation, the children of immigrants are just as successful in school as native-born students with equivalent social and economic background. As with prior studies, the effects of socioeconomic background and family structure show through strongly. On education attainment, race and ethnicity have a strong impact on achievement initially, but less over time.

Looking at the labor force, White and Glick find no evidence to confirm the often-voiced worry that recent immigrants and their children are falling behind earlier arrivals. On the contrary, immigrants of more recent vintage tend to catch up to the occupational status of natives more quickly than in the past. Family background, educational preparation, and race/ethnicity all play a role in labor market success, just as they do for the native born, but the offspring of immigrants suffer no disadvantage due to their immigrant origins.

New immigrants continue to live in segregated neighborhoods, though with less prevalence than native black-white segregation. Immigrants who arrived in the 1960s are now much less segregated than recent arrivals. Indeed, the authors find that residential segregation declines both within and across generations. Yet black and Mexican immigrants are more segregated from whites than other groups, showing that race and economic status still remain powerful influences on where immigrants live.

Although the picture is mixed and the continuing significance of racial factors remains a concern, Achieving Anew provides compelling reassurance that the recent wave of immigrants is making impressive progress in joining the American mainstream. The process of assimilation is not broken, the advent of a new underclass is not imminent, and the efforts to argue for the restriction of immigration based on these fears are largely mistaken.

MICHAEL J. WHITE is professor of sociology and director of the Population Studies and Training Center at Brown University.

JENNIFER E. GLICK is associate professor of sociology at Arizona State University.

After Ellis Island is an unprecedented study of America's foreign-born population at a critical juncture in immigration history. The new century had witnessed a tremendous surge in European immigration, and by 1910 immigrants and their children numbered nearly one third of the U.S. population. The census of that year drew from these newcomers a particularly rich trove of descriptive information, one from which the contributors to After Ellis Island draw to create an unmatched profile of American society in transition.

Chapters written especially for this volume explore many aspects of the immigrants' lives, such as where they settled, the jobs they held, how long they remained in school, and whether or not they learned to speak English. More than a demographic catalog, After Ellis Island employs a wide range of comparisons among ethnic groups to probe whether differences in childbirth, child mortality, and education could be traced to cultural or environmental causes. Did differences in schooling levels diminish among groups in the same social and economic circumstances, or did they persist along ethnic lines? Did absorption into mainstream America—measured through duration of U.S. residence, neighborhood mingling, and ability to speak English—blur ethnic differences and increase chances for success? After Ellis Island also shows how immigrants eased the nation's transition from agriculture to manufacturing by providing essential industrial laborers.

After Ellis Island offers a major assessment of ethnic diversity in early twentieth century American society. The questions it addresses about assimilation and employment among immigrants in 1910 acquire even greater significance as we observe a renewed surge of foreign arrivals. This volume will be valuable to sociologists and historians of immigration, to demographers and economists, and to all those interested in the relationship of ethnicity to opportunity.

SUSAN COTTS WATKINS is associate professor at the University of Pennsylvania.

CONTRIBUTORS: Robert F. Dymowski, Douglas Ewbank, Margaret E. Greene, Mark Hereward, Jerry A. Jacobs, Antonio McDaniel, Andrew T. Miller, Ann R. Miller, Ewa Morawska, S. Philip Morgan, Samuel H. Preston, Arodys Robles, Shilian Wang, Susan Cotts Watkins, and Michael J. White

Winner of the 1997 Thomas and Znaniecki Award from the International Migration Section of the American Sociological Association

" ... a fascinating portrait of immigrant racial and ethnic groups in Los Angeles, offering a long-needed West Coast balance to our heretofore largely Northeastern view of these populations. And if Los Angeles is indeed the place 'to detect the shape of emerging America,' this book concurrently provides a first glimpse into the country's social structure and culture in the 21st century."
-Herbert J. Gans, Columbia University

"Waldinger, Bozorgmehr, and their UCLA team have assembled a superb sourcebook for the recent history of immigration, ethnicity, and opportunity in a deeply multicultural city. Read them to learn about America's future."
-Charles Tilly, Columbia University

" ... a scholarly achievement, a rare example of a multi-authored, edited volume that makes a strong, coherent argument as well as a narrative accessible to the layman and policy- maker ... with an analytical structure and intellectual rigor that will challenge and direct the next generation of research."
-Michael J. Piore, Massachusetts Institute of Technology

Since 1965 more immigrants have come to Los Angeles than anywhere else in the United States. These newcomers have rapidly and profoundly transformed the city's ethnic makeup and sparked heated debate over their impact on the region's troubled economy. Ethnic Los Angeles presents a multi-investigator study of L.A.'s immigrant population, exploring the scope, characteristics, and consequences of ethnic transition in the nation's second most populous urban center.

Using the wealth of information contained in the U.S. censuses of 1970, 1980, and 1990, essays on each of L.A.'s major ethnic groups tell who the immigrants are, where they come from, the skills they bring and their sources of employment, and the nature of their families and social networks. The contributors explain the history of legislation and economic change that made the city a magnet for immigration, and compare the progress of new immigrants to those of previous eras. Recent immigrants to Los Angeles follow no uniform course of adaptation, nor do they simply assimilate into the mainstream society. Instead, they have entered into distinct niches at both the high and low ends of the economic spectrum. While Asians and Middle Easterners have thrived within the medical and technical professions, low-skill newcomers from Central America provide cheap labor in light manufacturing industries.

As Ethnic Los Angeles makes clear, the city's future will depend both on how well its economy accommodates its diverse population, and on how that population adapts to economic changes. The more prosperous immigrants arrived already possessed of advanced educations and skills, but what does the future hold for less-skilled newcomers? Will their children be able to advance socially and economically, as the children of previous immigrants once did? The contributors examine the effect of racial discrimination, both in favoring low-skilled immigrant job seekers over African Americans, and in preventing the more successful immigrants and native-born ethnic groups from achieving full economic parity with whites.

Ethnic Los Angeles is an illuminating portrait of a city whose unprecedented changes are sure to be replicated in other urban areas as new concentrations of immigrants develop. Backed by detailed demographic information and insightful analyses, this volume engages all of the issues that are central to today's debates about immigration, ethnicity, and economic opportunity in a post-industrial urban society.

ROGER WALDINGER is professor of sociology and acting director of the Lewis Center for Regional Policy Studies, University of California, Los Angeles.

MEHDI BOZORGMEHR is assistant professor of sociology at City College, City University of New York.

CONTRIBUTORS
Lucie C. Cheng, William A. V. Clark, Claudia DeMartirosian, David Grant, Angela James, John Laslett, Michael Lichter, Ivan Light, David Lopez, Ali Modarres, Melvin Oliver, Paul Ong, Vilma Ortiz, Eric Popkin, Betsy Roach, Georges Sabagh, Allen J. Scott, Edward Telles, Abel Valenzuela, Philip Yang

Winner of the 1991 Critics' Choice Award from the American Educational Studies Association

Winner of the 1991 Outstanding Book Award from the American Educational Research Association

Now available in paperback, this award-winning book provides a comprehensive history of gender policies and practices in American public schools. David Tyack and Elisabeth Hansot explore the many factors that have shaped coeducation since its origins. At the very time that Americans were creating separate spheres for adult men and women, they institutionalized an education system that brought boys and girls together. How did beliefs about the similarities and differences of boys and girls shape policy and practice in schools? To what degree did the treatment of boys and girls differ by class, race, region, and historical period? Debates over gender policies suggest that American have made public education the repository of their hopes and anxieties about relationships between the sexes. Thus, the history of coeducation serves as a window not only on constancy and change in gender practices in the schools but also on cultural conflicts about gender in the broader society.

"Learning Together presents a rich and exhaustive search through [the] 'tangled history' of gender and education that links both the silences and the debates surrounding coeducation to the changing roles of women and men in our society....It is the generosity and capaciousness of Tyack and Hansot's scholarship that makes Learning Together so important a book." —Science

DAVID TYACK is Vida Jacks Professor of Education at Stanford University.

ELISABETH HANSOT is senior lecturer in political science at Stanford University.

Winner of the 2009 Otis Dudley Duncan Award for Outstanding Scholarship in Social Demography

Winner of the 2009 Distinguished Contribution to Research Award from the Latino/a Section of the American Sociological Association

Winner of the 2009 Pacific Sociological Association's Distinguished Scholarship Award

Honorable Mention 2009 Thomas and Znaniecki Award from the International Migration Section of the American Sociological Association

Foreword by Joan W. Moore

"In its empirical findings and conclusions, Generations of Exclusion represents a major contribution that should be consulted by anyone seriously pondering the American, and the Mexican American, future."
-POPULATION REVIEW

"Edward Telles and Vilma Ortiz have brought back to life the significance of the Mexican American Study Project of the 1960s. Most importantly, the follow-up interviews they conducted with respondents from the 1960s, combined with other research, make for yet another benchmark study that gives us penetrating analyses of the socioeconomic progress and challenges Mexican Americans have encountered over the past generation. Generations of Exclusion is a must read for everyone interested in Latinos in American society, past and present."
-ALBERT M. CAMARILLO, professor of history and Hass Centennial Professor in Public Service, Stanford University

"Edward Telles and Vilma Ortiz marshal incontrovertible, if disconcerting, evidence that the urban integration machines in Los Angeles and San Antonio have not served people of Mexican origin well. Already lagging in educational attainment before the post-1965 immigration surge, Mexican Americans' educational deficits proved costly for their offspring who entered the workforce as the returns to skill rose. A masterfully executed, if sobering account of Mexican Americans' stymied mobility, Generations of Exclusion challenges students of race relations and immigrant assimilation to rethink old paradigms based on the integration experiences of nineteenth- and early-twentieth-century immigrants and African Americans who made their way to northern cities."
-MARTA TIENDA, Maurice P. During '22 Professor in Demographic Studies and professor of sociology and public affairs, Princeton University

"In their landmark new study, Edward E. Telles and Vilma Ortiz offer unique data and path-breaking methods to analyze America's most complex and misunderstood minority. Their exhaustive analysis of Mexican Americans from the first to the fifth generation shatters the myth of Mexican resistance to assimilation to reveal the true source of the group's lagging economic progress: an ongoing legacy of racialized subordination and exclusion from the American mainstream. Generations of Exclusion will be a touchstone not only in Latino Studies, but also fields such as immigration, stratification, and race-ethnicity."
-DOUGLAS S. MASSEY, Henry G. Bryant Professor of Sociology and Public Affairs, Princeton University

"With Mexican immigration to the United States at an all time high, the question of whether Mexican Americans will move ahead or find their search for progress impeded stands at the top of the public and social science agenda. For insight, the reader will want to consult Generations of Exclusion: using a unique data source, Edward E. Telles and Vilma Ortiz explore the question deeply, doing so as no one else has done before. This clearly written, carefully analyzed study of the Mexican American experience in its many dimensions is must reading for anyone interested in the America emerging before our eyes."
-ROGER WALDINGER, Distinguished Professor of Sociology, University of California, Los Angeles

When boxes of original files from a 1965 survey of Mexican Americans were discovered behind a dusty bookshelf at UCLA, sociologists Edward Telles and Vilma Ortiz recognized a unique opportunity to examine how the Mexican American experience has evolved over the past four decades.  Telles and Ortiz located and re-interviewed most of the original respondents and many of their children.  Then, they combined the findings of both studies to construct a thirty-five year analysis of Mexican American integration into American society.  Generations of Exclusion is the result of this extraordinary project.

Generations of Exclusion measures Mexican American integration across a wide number of dimensions: education, English and Spanish language use, socioeconomic status, intermarriage, residential segregation, ethnic identity, and political participation. The study contains some encouraging findings, but many more that are troubling. Linguistically, Mexican Americans assimilate into mainstream America quite well—by the second generation, nearly all Mexican Americans achieve English proficiency. In many domains, however, the Mexican American story doesn’t fit with traditional models of assimilation. The majority of fourth generation Mexican Americans continue to live in Hispanic neighborhoods, marry other Hispanics, and think of themselves as Mexican. And while Mexican Americans make financial strides from the first to the second generation, economic progress halts at the second generation, and poverty rates remain high for later generations. Similarly, educational attainment peaks among second generation children of immigrants, but declines for the third and fourth generations.

Telles and Ortiz identify institutional barriers as a major source of Mexican American disadvantage. Chronic under-funding in school systems predominately serving Mexican Americans severely restrains progress. Persistent discrimination, punitive immigration policies, and reliance on cheap Mexican labor in the southwestern states all make integration more difficult. The authors call for providing Mexican American children with the educational opportunities that European immigrants in previous generations enjoyed. The Mexican American trajectory is distinct—but so is the extent to which this group has been excluded from the American mainstream.

Most immigration literature today focuses either on the immediate impact of immigration or what is happening to the children of newcomers to this country. Generations of Exclusion shows what has happened to Mexican Americans over four decades. In opening this window onto the past and linking it to recent outcomes, Telles and Ortiz provide a troubling glimpse of what other new immigrant groups may experience in the future.

EDWARD E. TELLES is professor of sociology at the University of California, Los Angeles.

VILMA ORTIZ is associate professor of sociology at the University of California, Los Angeles.

"This important book reports major findings from a unique study of interethnic perceptions, attitudes, and behavior in an exceptionally diverse university setting. At the time data collection for this project began, UCLA was the most ethnically diverse major university in the country. No single ethnic category constituted a numerical majority–a level of diversity yet to be matched in later times or in other regions of the country, but foreshadowing the demographic makeup of universities of the future. A longitudinal design provided an opportunity to assess the influence of college experiences across a five-year span that is unprecedented in this area of research. The results will be of substantial interest across the social science disciplines and to educational researchers and practitioners. The book is written at a level that will be accessible to an intelligent layperson while at the same time providing enough technical detail to satisfy experts in the field. The Diversity Challenge is a must read for anyone interested in intergroup relations in a multicultural society."
- MARILYNN B. BREWER, Regents Eminent Scholar Professor in Social Psychology, Ohio State University

"This exceptional book summarizes results from the authors' landmark study of intergroup relations on the college campus. Through their extensive and multi-faceted longitudinal analysis. Jim Sidanius, Shana Levin, Colette van Laar, and David O. Sears provide us with compelling new insights regarding the benefits and challenges of diverse academic environments, and how a range of factors–from the psychological to the structural–can impact students' social and political attitudes. Moving beyond common debates about diversity. The Diversity Challenge pushes us to recognize the complex and dynamic nature of intergroup relations, taking into account both the attitudes people bring to diverse contexts, and how their attitudes continue to grow and change through experiences with other groups."
-LINDA R. TROPP, director, Psychology of Peace and Violence Concentration, University of Massacbusetts, Amherst

"This book provides a treasure trove of empirical data that deepen our understanding of issues of ethnic diversity among college students. The authors give readers a detailed and fascinating picture of the dynamics of ethnicity in higher education. Joining particular findings with social scientific theories about social identity and of intergroup relations. The Diversity Challenge can help us improve both our theories and our realities–enhancing the education delivered at the multi-ethnic university, today and in the decades to come."
-FAYE J. CROSBY, professor of psychology, University of California, Santa Cruz

College campuses provide ideal natural settings for studying diversity: they allow us to see what happens when students of all different backgrounds sit side by side in classrooms, live together in residence halls, and interact in one social space. By opening a window onto the experiences and evolving identities of individuals in these exceptionally diverse environments, we can gain a better understanding of the possibilities and challenges we face as a multicultural nation. The Diversity Challenge—the largest and most comprehensive study to date on college campus diversity—synthesizes over five years’ worth of research by an interdisciplinary team of experts to explore how a highly diverse environment and policies that promote cultural diversity affect social relations, identity formation, and a variety of racial and political attitudes. The result is a fascinating case study of the ways in which individuals grow and groups interact in a world where ethnic and racial difference is the norm.

The authors of The Diversity Challenge followed 2,000 UCLA students for five years in order to see how diversity affects identities, attitudes, and group conflicts over time. They found that racial prejudice generally decreased with exposure to the ethnically diverse college environment. Students who were randomly assigned to roommates of a different ethnicity developed more favorable attitudes toward students of different backgrounds, and the same associations held for friendship and dating patterns. By contrast, students who interacted mainly with others of similar backgrounds were more likely to exhibit bias toward others and perceive discrimination against their group. Likewise, the authors found that involvement in ethnically segregated student organizations sharpened perceptions of discrimination and aggravated conflict between groups. The Diversity Challenge also reports compelling new evidence that a strong ethnic identity can coexist with a larger community identity: students from all ethnic groups were equally likely to identify themselves as a part of the broader UCLA community. Overall, the authors note that on many measures, the racial and political attitudes of the students were remarkably consistent throughout the five year study. But the transformations that did take place provide us with a wealth of information on how diversity affects individuals, groups, and the cohesion of a community.

Theoretically informed and empirically grounded, The Diversity Challenge is an illuminating and provocative portrait of one of the most diverse college campuses in the nation. The story of multicultural UCLA has significant and far-reaching implications for our nation, as we face similar challenges—and opportunities—on a much larger scale.

JIM SIDANIUS is professor of psychology and African American Studies at Harvard University.

SHANA LEVIN is associate professor of psychology at Claremont McKenna College.

COLETTE VAN LAAR is professor of social psychology at Leiden University, the Netherlands.

DAVID O. SEARS is distinguished professor of psychology and political science and director of the Institute for Social Science Research at the University of California, Los Angeles.

"One of the year's best books on Puerto Rico." —El Nuevo Dia, San Juan

"[The authors] are highly regarded labor economists who have written extensively and intelligently in the past, and again in this volume, on Puerto Rican migration and labor markets... There isabundant statistical data and careful analysis, some of which challenges the conventional wisdom. Highly recommended." —Choice

Island Paradox is the first comprehensive, census-based portrait of social and economic life in Puerto Rico. During its nearly fiftyyears as a U.S. commonwealth, the relationship between Puerto Rico's small, developing economy and the vastly larger, more industrialized United States has triggered profound changes in the island's industry and labor force. Puerto Rico has been deeply affected by the constant flow of its people to and from the mainland, and by the influx of immigrant workers from other nations. Distinguished economists Francisco Rivera-Batiz and Carlos Santiago provide the latest data on the socioeconomic status of Puerto Rico today, and examine current conditions within the context of the major trends of the past two decades.

Island Paradox describes many improvements in Puerto Rico's standard of living, including rising per-capita income, longer life expectancies, greater educational attainment, and increased job prospects for women. But it also discusses the devastating surge in unemployment. Rapid urbanization and a vanishing agricultural sector have led to severe inequality, as family income has become increasingly dependent on education and geographic location. Although Puerto Rico's close ties to the United States were the major source of the island's economic growth prior to 1970, they have also been at the root of recent hardships. Puerto Rico's trade andbusiness transactions remain predominantly with the United States, but changes in federal tax, social, and budgetary policies, along with international agreements such as NAFTA, now threaten to alter the economic ties between the island and the mainland.

Island Paradox reveals the social and family changes that have occurred among Puerto Ricans on the island and the mainland. The significant decline in the island's population growth is traced in part to women's increased pursuit of educational and employment opportunities before marrying. More children are being raised by singleparents, but this stems from a higher divorce rate and not a rise in teenage pregnancy. The widespread circular migration to and from the United States has had strong repercussions for the island's labor markets and social balance, leading to concerns about an island brain drain. The Puerto Rican population in the United States hasbecome increasingly diverse, less regionally concentrated and not, as some have claimed, in danger of becoming an underclass.

Within a single generation Puerto Rico has experienced social and economic shifts of an unprecedented magnitude. Island Paradox charts Puerto Rico's economic fortunes, summarizes the major demographic trends, and identifies the issues that will have the strongest bearings on Puerto Rico's prospects for a successful future.

FRANCISCO L. RIVERA-BATIZ is director of the Program in Economic Policy Management and associate professor in the Economics Department and the Latino Studies Program at Columbia University. He is also associate professor of international studies at Teachers College, Columbia University.

CARLOS E. SANTIAGO is professor in the Department of Latin American and Caribbean Studies and in the Department of Economics and associate vice president for academic affairs at the State University of New York, Albany.
 

A Volume in the RSF Census Series

"Civic Hopes and Political Realities represents a conjunction of important forces: rising as well as established scholars across several disciplines; recognition of the urgency of bringing immigrants into politics and civic activism; and the insights attainable by comparing across ethnic groups, countries, and local settings. Together these forces have generated a book that vividly illuminates how immigrants do-and do not-get incorporated into their new homes. Beneath the scholarly exterior lies tragedy as well as triumph, and these authors adeptly show both."
-JENNIFER L. HOCHSCHILD, Henry LaBarre Jayne Professor of Government, professor of African and African American Studies, and Harvard College Professor, Harvard University

"Civic Hopes and Political Realities constitutes a superb addition to the rapidly growing scholarly literature on immigrant political incorporation! By commissioning an excellent set of case studies on immigrant civic engagement, and by tying them together in a well-done and innovative conceptual and theoretical introduction, Karthick Ramakrishnan and Irene Bloemraad importantly document the often unconventional and invisible ways through which immigrants organize themselves and generate participation in civic activities, driving home in the process the crucial necessity of coming to better policy and theoretical understandings of the multiple interdependencies between immigrant political and other kinds of integration."
-FRANK D. BEAN, director, Center for Research on Immigration, Population and Public Policy, and Chancellor's Professor of Sociology, University of California, Irvine

For many Americans, participation in community organizations lays the groundwork for future political engagement. But how does this traditional model of civic life relate to the experiences of today’s immigrants? Do community organizations help immigrants gain political influence in their neighborhoods and cities? In Civic Hopes and Political Realities, experts from a wide range of disciplines explore the way civic groups across the country and around the world are shaping immigrants’ quest for political effectiveness.

Civic Hopes and Political Realities shows that while immigrant organizations play an important role in the lives of members, their impact is often compromised by political marginalization and a severe lack of resources.  S. Karthick Ramakrishnan and Irene Bloemraad examine community organizations in six cities in California and find that even in areas with high rates of immigrant organizing, policymakers remain unaware of local ethnic organizations. Looking at new immigrant destinations, Kristi Andersen finds that community organizations often serve as the primary vehicle for political incorporation—a role once played by the major political parties. Floris Vermeulen and Maria Berger show how policies in two European cities lead to very different outcomes for ethnic organizations. Amsterdam’s more welcoming multicultural policies help immigrant community groups attain a level of political clout that similar organizations in Berlin lack. Janelle Wong, Kathy Rim, and Haven Perez report on a study of Latino and Asian American evangelical churches. While the church shapes members’ political views on issues such as abortion and same-sex marriage, church members may also question the evangelical movement’s position on such issues as civil rights and immigration. Els de Graauw finds that many non-profit organizations without explicitly political agendas nonetheless play a crucial role in advancing the political interests of their immigrant members. Recent cuts in funding for such organizations, she argues, block not only the provision of key social services, but also an important avenue for political voice. Looking at community organizing in a suburban community, Sofya Aptekar finds that even when immigrant organizations have considerable resources and highly educated members, they tend to be excluded from town politics.

Some observers worry that America’s increasing diversity is detrimental to civic life and political engagement. Civic Hopes and Political Realities boldly advances an alternative understanding of the ways in which immigrants are enriching America’s civic and political realms—even in the face of often challenging circumstances.

S. KARTHICK RAMAKRISHNAN is associate professor of political science at the University of California, Riverside.

IRENE BLOEMRAAD is assistant professor of sociology at the University of California, Berkeley.

CONTRIBUTORS: Kristi Andersen, Sofya Aptekar, Maria Berger, Irene Bloemraad, Caroline B. Brettell, Els de Graauw, Shannon Gleeson, Rebecca Hamlin, Rahsaan Maxwell, Haven Perez, S. Karthick Ramakrishnan, Deborah Reed-Danahay, Kathy Rim, Laurencio Sanguino, Floris Vermeulen, Celia Viramontes, and Janelle Wong.

"Harriet Presser has provided us with an extraordinary, well-written, important piece of research that greatly reduces our ignorance about shiftwork. The book deserves a wide audience among academics and policy-makers."
-INDUSTRIAL AND LABOR RELATIONS REVIEW

"An impressive analysis of the impact of working time on the American family. Working in a 24/7 Economy should be required reading for everyone engaged in work scheduling policy, practice, or research!"
-DONALD I. TEPAS, PROFESSOR EMERITUS, UNIVERSITY OF CONNECTICUT AND SECRETARY, SHIFTWORK COMMITTEE, INTERNATIONAL COMMISSION ON OCCUPATIONAL HEALTH

"Noted demographer Harriet Presser has spent much of the last two decades investigating the implications of shift work for families. Her masterful synthesis of the literature reveals that nonstandard hours are not only here to stay, but also that they pose important, often unrecognized challenges for families, especially for couples and single parents raising young children. This book is must reading, not only for scholars who are interested specifically in the work-family interface but for researchers in the fields of business and management, work and occupations, labor economics, industrial-organizational psychology, family studies, and child development. Presser's conclusions provide important insights not only for the research community, but for corporate management, policy makers, and community leaders. An important take-home message is that we can no longer ignore the timing of work hours and how those hours dovetail-or wreak havoc-with family life."
-NAN CROUTER, PROFESSOR OF HUMAN DEVELOPMENT AND DIRECTOR, CENTER FOR WORK AND FAMILY RESEARCH, PENN STATE UNIVERSITY

"Few studies have even touched on this topic, yet Harriet Presser covers it thoroughly, deliberately, and even-handedly. In other words, while some explorers are content to proclaim that they have discovered new land, Presser sends back a surprisingly complete map, filled with the main rivers, mountains, plains, and more than a few hidden valleys. I cannot remember the last time I read a book containing so much thoroughly original work. This is the place to learn about night, evening, and weekend work and how it impacts family life."
-JERRY A. JACOBS, MERRIAM TERM PROFESSOR, UNIVERSITY OF PENNSYLVANIA

"The complicated and difficult lives of workers forced to work at times others sleep, play, and have normal family time together is documented in this meticulous study. Harriet Presser describes the severe problems of broken marriages and problematic child care arrangements that two-fifths of our work force confronts in an economy in which there are no time boundaries. This is must reading for scholars, policy-makers, and the public."
-CYNTHIA FUCHS EPSTEIN, DISTINGUISHED PROFESSOR, GRADUATE CENTER, CITY UNIVERSITY OF NEW YORK

An economy that operates 24/7—as ours now does—imposes extraordinary burdens on workers. Two-fifths of all employed Americans work mostly during evenings, nights, weekends, or on rotating shifts outside the traditional 9-to-5 work day. The pervasiveness of nonstandard work schedules has become a significant social phenomenon, with important implications for the health and well-being of workers and their families. In Working in a 24/7 Economy, Harriet Presser looks at the effects of nonstandard work schedules on family functioning and shows how these schedules disrupt marriages and force families to cobble together complex child-care arrangements that should concern us all.

The number of hours Americans work has received ample attention, but the issue of which hours—or days—Americans work has received much less scrutiny. Working in a 24/7 Economy provides a comprehensive overview of who works nonstandard schedules and why. Presser argues that the growth in women's employment, technological change, and other demographic changes over the past thirty years gave rise to the growing demand for late-shift and weekend employment in the service sector. She also demonstrates that most people who work these hours do so primarily because it is a job requirement, rather than a choice based on personal considerations. Presser shows that the consequences of working nonstandard schedules often differ for men and women since housework and child-rearing remain assigned primarily to women even when both spouses are employed. As with many other social problems, the burden of these schedules disproportionately affects the working poor, reflecting their lack of options in the workplace and adding to their disadvantage. Presser also documents how such work arrangements have created a new rhythm of daily life within many American families, including those with two earners and absent fathers. With spouses often not at home together in the evenings or nights, and parents often not at home with their children at such times, the relatively new concept of "home-time" has emerged as primary concern for families across the nation.

Employing a wealth of empirical data, Working in a 24/7 Economy shows that nonstandard work schedules are both highly prevalent among American families and generate a level of complexity in family functioning that demands greater public attention. Presser makes a convincing case for expanded research and meaningful policy initiatives to address this growing social phenomenon.

HARRIET B. PRESSER is Distinguished University Professor in the Department of Sociology at the University of Maryland.

"A stimulating, provocative collection of some of the best minds studying racism, culture, and identity, this intelligent volume does not flinch at the tough issues in multicultural relations. Novice readers will walk away informed; experts will come away intrigued; everyone will be enriched, thinking a lot harder about the role of social science in confronting these crucial challenges to our country and our world."
- SUSAN T. FISKE, University of Massachusetts

"Prentice and Miller have assembled a stellar cast of leading researchers in the areas of culture, identity, and intergroup relations to tackle perhaps the most pressing social psychological problem facing us as we start the new millennium-the problem of cultural identity and its relationship to intergroup conflict and social harmony. The refreshing juxtaposition of research on social identity, intergroup conflict, stigma, diversity, culture, ethnicity, race, and gender provides a salutary framework for new theoretical advances in this area."
- MICHAEL A. HOGG, University of Queensland

"A timely, interesting, and important book with contributions from some of the most eminent scholars studying the psychology of culture, ethnicity, and racism. It asks and answers fundamental questions about the consequences of multiculturalism in America- especially those consequences relevant to ethnic conflict. Each chapter is provocative and illuminating. Taken together, these chapters reveal many subtle differences between peoples that have very unsubtle consequences when these peoples come into contact. As a whole, the book offers a forceful argument that the psychological implications of multiculturalism are not only fascinating, but they really, really matter."
- MARK SCHALLER, University of British Columbia

"Now, more than ever, it is essential to probe the cultural foundations of intergroup conflict-both in the United States and internationally. This important book presents the latest psychological research on the cultural diversity debate by renowned scholars in the field. They provide much-needed insights into current intergroup conflict while suggesting some optimism for the future."
- VICTORIA ESSES, University of Western Ontario

Thirty years of progress on civil rights and a new era of immigration to the United States have together created an unprecedented level of diversity in American schools, workplaces, and neighborhoods. But increased contact among individuals from different racial and ethnic groups has not put an end to misunderstanding and conflict. On the contrary, entrenched cultural differences raise vexing questions about the limits of American pluralism. Can a population of increasingly mixed origins learn to live and work together despite differing cultural backgrounds? Or, is social polarization by race and ethnicity inevitable? These are the dilemmas explored in Cultural Divides, a compendium of the latest research into the origins and nature of group conflict, undertaken by a distinguished group of social psychologists who have joined forces to examine the effects of culture on social life.

Cultural Divides shows how new lines of investigation into intergroup conflict shape current thinking on such questions as: Why are people so strongly prone to attribute personal differences to group membership rather than to individual nature? Why are negative beliefs about other groups so resistent to change, even with increased contact? Is it possible to struggle toward equal status for all people and still maintain separate ethnic identities for culturally distinct groups? Cultural Divides offers new theories about how social identity comes to be rooted in groups: Some essays describe the value of group membership for enhancing individual self-esteem, while others focus on the belief in social hierarchies, or the perception that people of different skin colors and ethnic origins fall into immutably different categories. Among the phenomena explored are the varying degrees of commitment and identification felt by many black students toward their educational institutions, the reasons why social stigma affects the self-worth of some minority groups more than others, and the peculiar psychology of hate crime perpetrators. The way cultural boundaries can impair our ability to resolve disputes is a recurrent theme in the volume. An essay on American cultures of European, Asian, African, and Mexican origin examines core differences in how each traditionally views conflict and its proper methods of resolution. Another takes a hard look at the multiculturalist agenda and asks whether it can realistically succeed. Other contributors describe the effectiveness of social experiments aimed at increasing positive attitudes, cooperation, and conflict management skills in mixed group settings.

Cultural Divides illuminates the beliefs and attitudes that people hold about themselves in relation to others, and how these social thought processes shape the formation of group identity and intergroup antagonism. In so doing, Cultural Divides points the way toward a new science of cultural contact and confronts issues of social change that increasingly affect all Americans.

DEBORAH A. PRENTICE is associate professor of psychology at Princeton University.

DALE T. MILLER is professor of psychology at Princeton University.

CONTRIBUTORS: Robert P. Abelson, Brenda S. Banker, Marilynn B. Brewer, Sharmaine Vidanage Cheleden, Incheol Choi, Jack Citrin, Jennifer Crocker, John F. Dovidio, Christopher M. Frederico, George M. Fredrickson, Samuel L. Gaertner, Margaret Garnett, Martin P. Gooden, Donald P. Green, Patricia Gurin, Sheena S. Iyengar, James M. Jones, Jason S. Lawrence, Mark R. Lepper, Shana Levin, Leah R. Lin, Gretchen Lopez, Hazel Rose Markus, Dale T. Miller, Biren (Ratnesh) A. Nagda, Jason A. Nier, Richard E. Nisbett, Ara Norenzayan, Timothy Peng, Deborah A. Prentice, Joshua L. Rabinowitz, Lee Ross, David O. Sears, David A. Sherman, Jim Sidanius, Claude Steele, Colette van Laar, William von Hippel, and Christine M. Ward.