Women in the Political Sphere: Pioneers of Community in Elmhurst-Corona

In Roger Sanjek’s Color-full before Color Blind: The Emergence of Multiracial Neighborhood Politics in Queens, New York City, there are a number of changes in Elmhurst-Corona, Queens, that are documented over time. Sanjek emphasizes the importance of citizen involvement in “district level political power.” The “district” is typified as an administration that mediates between the “politically powerless street neighborhoods and inherently powerful city as a whole.” Groups that represent a wide variety of interests within Elmhurst-Corona, according to Sanjek, must organize under one umbrella in an effort to achieve a common goal: to serve the public good.

Sanjek calls attention to issues stemming the efficacy of the district in representing the views of the disparate peoples of Elmhurst-Corona. First, he examines the demonization of blacks and the immigrant population by whites. Issues of crime, overpopulation, and the scaling back of government funding for public programs (all decreasing the “quality of life”) were attributed to the influx of blacks and immigrants–consequently discouraging civic engagement when it was still dominated by whites. Second, he mentions the fragmentation of religious and cultural interests into pocketed groups. Often, the religious and cultural groups were reflective of Corona’s demographic, since these pockets directly served the interests of its largely homogenous members. However, these groups weren’t necessarily based in Elmhurst-Corona; direct, widespread civic engagement encompassing the diversity of the region, however, was nearly nonexistent in the period following white flight in the mid-1900’s.

These issues bring us to a vital question Sanjek posed: how much progress has Elmhurst-Corona made in forming a political body in which all perspectives are represented and the people work together in unison to consolidate policies that draw from a common ground/perspective? Much of the progress that Elmhurst-Corona has made can be accredited to women, who often served as pioneers of civic involvement. I noticed a distinction between the types of women who spearheaded change in Elmhurst-Corona: there was the case of the Italian woman (Lucy Shilero) who eased the minority community into political activity, and the case of women who are direct immigrants but act as wardens and quickly overcome barriers to become directly involved in improving the community (Haydee Zambrana).

Lucy Shilero, a woman of Italian descent, was at an advantage compared to immediate immigrants, simply because she was a part of one of the first waves of immigrants to come into NYC–therefore, the assimilation of her peoples had already precipitated by the time she became involved in the political sphere as a warden. At the same time, however, she had to be innovative to reach out to the minorities in the community–she largely utilized grassroots movement techniques by building contacts with the gatekeepers, or leaders of various cultural groups, who would then relate information back to their own groups. Haydee Zambrana, on the other hand, was an immigrant from Puerto Rico that arrived in the 1970’s that used her position as an insider in the hispanic community to her advantage. She started with a base of internal volunteers, and eventually used the power she gained with their help to tap into external government assistance for the funding of an organization she founded, Concerned Citizens of Queens  (CCQ). I found this division between technique used to draw citizens into political participation unique to areas that have a large amount of diversity.

Caribbeans

Discussing the transnational sociocultural system that has resulted in New York due to the influx of Caribbeans, Suttons organizes his analysis into five parts: The Caribbeanization of New York City, New York City as a Caribbean Crossroad, Caribbean Transnational cultural System, Caribbeans in New York City’s Race/Ethnic Hierarchy and Sociocultural Dimensions of Caribbean Life in New York City: Toward a Comparative Analysis. The Caribbeans are a unique immigrant group in New York City; one of their biggest claims to fame is that those from the Dominican Republic comprise the largest number of immigrants living in New York. An interesting contrast that Suttons points out is that European immigrants attempt to hide their culture and assimilate. Caribbean immigrants on the other hand, are very much public about their roots and do not attempt [as much] to blend in with their surrounding society. In fact, it would be difficult to put their past behind them and to forget their heritage because so many Caribbeans are constantly moving to New York. These fresh immigrants keep the “old” immigrants involved with and aware of the current culture of their native homeland.

It is also in their best interest to promote themselves as Caribbeans. Suttons notes that they are either characterized as Black or Hispanic. Yet both financially and hierarchically, they are doing better than the Black Americans and Puerto Ricans.

The most fascinating part of this reading for me was the description of the Caribbean women’s work. Most found themselves to be caretakers for middle class white mothers, who could then work professionally. By engaging in the informal economy, these immigrant Caribbean women are in fact facilitating the white woman’s ability to a higher paying, better job. The main point of immigrating to the United States and achieving the American dream is for them to secure these good jobs. Yet they are quite willing to work in lower paying jobs. In fact, Sutton states something that shocked me and made me feel that the Caribbeans in New York live a sad existence: “Although most of the women work dead end jobs, the majority of those interviewed regard themselves as middle class rather than working class.” I find it depressing that they are content with this way of life when they could be achieving something so much better for themselves and their families.

Black and Afro-Caribbean Queens

The Afro-Caribbean community of Queens has steadily become a prominent minority group over the past few decades. The group is, in a way, a minority within a minority, as members of the group choose not to identify as “Latino” or “African-American”. As with any influx of immigration, the Afro-Caribbean community has contributed to economic and cultural growth within Queens. Afro-Caribbean cultures are rhythmic and vivacious, in Constance Sutton’s own words, and bring a very lively, distinct atmosphere to the neighborhoods of Queens they inhabit. The influx of new immigrants from the Caribbean has also led to a steep rise in employment of these immigrants in demanding labor markets, namely care-providers in hospitals and other medical institutions.

A Transnational Sociocultural System

I found Constance R. Sutton’s “The Caribbeanization of New York City and the Emergence of a Transnational Sociocultural System to be almost a culmination of several topics and issues we’ve discussed thus far, almost like transnationalizing our class discussions. Firstly, there is then notion that Afro-Caribbean is not a represented ethnicity, therefore those who identify as such are forced to categorize themselves as either Black or Hispanic on the census. Similarly, West Indians and Indo-Caribbeans, those who were part of the “second migration,” also do not have census recognition and have to identify as Asians, as we learned at the Jerry Vattamala talk. Secondly, in reference to transnationalism, as opposed to some of the other groups we’ve studied, Caribbean embrace this pan-Caribbean pluralism to advance their own agendas and preserve their culture (in true enclave fashion), going so far as to call the city a “Caribbean crossroad.” There were a few other notable points I noticed, especially in the context of current events. In the opening, Sutton briefly touches upon the migration from the Caribbean islands to New York and the ties between colonies and their mother countries and I thought of the crisis going on in Mali right now. France is stepping in to try and appease the situation, which begs the question of whether a colony can ever truly break free from its mother country. (We had a whole war with England, yet today it is one of our greatest allies.) Also, in discussing how many Caribbean immigrants work menial jobs, I was reminded of an article explaining how the fastest growing job in America is the home health care aid, often an underpaid, overworked, immigrant woman. (This could arguable be linked to the rise in foreclosures outlines in the NEDAP report.)

What was perhaps the most interesting point Sutton brings up is why these Caribbean immigrants do not want to identify as either black or Hispanic, or Americanize in the traditional sense at all. These groups have “experienced over time more downward than upward economic mobility.” (20) (This also again lends itself to the race-foreclosure correlation.) With the lowest high school graduation rates and highest unemployment rates, it is quite understandable that Caribbeans do not want to self-identify as such: “there are few incentives to become Americanized.” Essentially, the notion of shedding a cultural heritage with no socioeconomic gain contradicts the whole idea of assimilation at its core.

Caribbeanization of New York

Constance S. Suttons, piece “The Caribbeanization of New York” introduces several questions regarding New York’s largest third world immigrant group, Caribbean Islanders. The transnational trend which we have been discussing this semester is again reiterated here.

The Caribbean has possesses a unique element that lends itself well to transnationalism; the Islands’ prior relationship with the United States. During the age of imperialism, the United States established economic and military footholds on many of these islands. The dependence many of these countries developed towards the United States gave their populations a degree of familiarity with its culture.  But what effect does this actually have on the experience of new immigrants?

Economically speaking, most Caribbean immigrants find work in low-income jobs, both in manufacturing and service professions. The low wages many of these workers are willing to accept has made the city an attractive place to invest again. Despite the disparity in incomes, immigrants still receive more than what they would have made in their home countries.

Unfortunately, rather than being sorted by their nationality or religion like most European immigrants, Islanders are generally sorted by their race/ethnicity. This relegates them to either Hispanic or black social status, forcing them into an inferior situation. As a result, many Islanders strive to preserve their identity in a very public way to differentiate themselves from these groups. Ties with their home countries are therefore often very strong resulting in transnational cultural exchange. Ironically, not only do the immigrants worry about becoming “Americanized” but their home countries do as well.

New York City: A Crossroad for Immigrants

Constance R. Sutton’s writing, “The Carribeanization of New York City and the Emergence of a Transnational Sociocultural System” and the New York Times article, “Black Incomes Surpass Whites in Queens”, by Sam Roberts gives a strong example of how one can’t generalize a person’s identity based solely by race. This is evidently the case with Caribbean and other island immigrants.

Also color and physical appearances are not the only factors the Carribeanese and islanders use to identify themselves. They also have their own island identities. Essentially, the Carribeanese (like Hispanics, Asians, and other immigrants) are further diversified depending on the various islands they hail from. As Sutton writes, New York City provides the opportunity for these islanders to truly meet and expose themselves to the cultures of other islanders. As a result, there will be “…intergroup separation and association” depending on how well each island culture can relate to one another.  Factors that can affect intergroup interaction include language, physical features, and cultural values.

A question that can be posed based on Sutton’s writings is whether the islanders will merge culturally with the predominant cultural groups in the United States or maintain their unique island identities. This is also a question that can be asked for many other immigrant ethnic groups.

In my opinion, merging with predominant cultural groups stems from the loss of unique cultural and ethnic values. This can be prevented when immigrants latch onto memories of their native country and, as a result, they have a sense pride for their culture and are naturally inclined to preserve it. Merging can also be encouraged when people experience a feeling of alienation because they cannot relate to others because of cultural differences. They may feel inclined to learn the culture of their new country in order to feel as if they belong within their community. It is my belief that the preservation of culture and ethnic values comes much more easily in New York City than elsewhere because of the diversity within the city. The feeling of alienation is alleviated because of this diversity and the awareness that many others in the city are immigrants as well.

Event at Graduate Center FRIDAY 3/22: Ecstatic Corona

NOTE: Dr. Patricia Clough is a professor in Sociology at Queens College and may be a good resource/interviewee.

Ecstatic Corona 

Ecstatic Corona is a visual, sound multimedia installation using a remix of field
recordings and electronic sounds, spoken words and dance to bring Corona to others as
an icon of those places created by various forces to bear more violence, more hatred
and perhaps more love than other places do, a place where annihilation threatens but
where survival is magnificent for all the effort and resilience it takes to survive. We have
found Corona; we are still looking for Corona. We ask our audience to join us in seeking
their CORONA too.
Presentation artists:
Dr. Patricia Ticineto Clough, The Graduate Center, CUNY & Queens College
Omar Montana, The Graduate Center, CUNY & Queens College
Yeong Ran Kim, The New School, Media Practitioner
Elizabeth Garcia, Choreographer and dance
Mcdonald Morris, Choreographer and dance
Elijah Kuan Wong, Hip-hop musician, vocalist, spoken word artist
March 22, 2013
7 – 8:30 p.m.
Segal Theatre
The Graduate Center, CUNY
Sponsored by the Sociology Department & Center for the Study of Women and Society

3/20 Black and Afro- Caribbean Queens

The basic underpinning of Sutton’s “The Carribeanization of New York City and the Emergence of a Transnational Sociocultural System” is that there is “life” to New York City that is affected by both it’s economic and demographic components. The change in economic and demographic components by immigrants in recent times, specifically Caribbean immigrants (the subject of this piece),  transforms and redefines the nature and boundaries of the city’s “life”.

This piece, an introduction to a larger work dealing with many subjects pertaining to the Afro-Caribbean community, seeks to preliminarily address many issues and dimensions within the Caribbean immigrant-New York City dynamic: How these immigrants fit in within the city’s larger socio-economic/racial/ethnic matrix, how Caribbean culture has transformed New York City culture and how New York City culture and attitudes has shaped Caribbean culture and self identity.

Most important to Sutton’s arguments is the idea that afro-Caribbean culture is a vastly layered and multi-dimensional entity that has been shaped by colonial, indigenous, and other forces. Therefore, it is incorrect to say that afro-Caribbean culture has brought a set of entirely new ideas to NYC because, after all, many of those ideas and cultural components were possible informed by NYC and American traditions themselves. As a result, Caribbean immigrants often find that they have to carefully shape and construct their identities upon living in America.

Sutton notes that the large part of the afro-Caribbean community defines themselves within the borders of the black-American/African American community, even though they have distinct historical and cultural backgrounds and despite the fact that Caribbean immigrants often encounter and work within socio-economic structures much differently than African Americans. Both groups have been shaped by colonial oppressions but it is also with out a doubt that both groups have distinct cultural heritages. Both groups also generally suffer from uneven economic growth in comparison to White majority groups but it can also be said that Caribbean groups have generally reached a higher socio-economic status as compared with black African Americans.

However, just as American tradition has affected Caribbean culture, so to has Caribbean culture widely impacted and transform New York City culture. In particular this change has been felt, as Sutton puts it, “on the streets”. This street-culture phenomenon has been found in trends with other immigrant groups. What is remarkable, although definitely not exclusively unique, to Caribbean immigration is that affect that afro-Caribbean culture has had on New York City’s “high culture” in addition to street culture. Caribbean culture has influenced the academic, artistic, and cultural institutions of New York City.

The city’s afro-Caribbean immigrant population has also had a huge influence on the city’s economic infrastructure and labor market dynamics. Caribbean immigrant populations have offered cheap and flexible labor that has not only stimulated stagnating economic sectors, but has also created/expanded new ones: particularly in health care and child care fields. While this has had a positive effect on employer’s labor markets and has benefited the Caribbean immigrant community in that it provides them with higher wages than they would have received at home, it has also created sharp socio-economic disparity.

Information/Resources about Corona and Jackson Heights

Community Board 3 Profile — http://www.nyc.gov/html/dcp/pdf/lucds/qn3profile.pdf

Community Board 4 Profile — http://www.nyc.gov/html/dcp/pdf/lucds/qn4profile.pdf

Community District Needs, FY 2013 —  http://www.nyc.gov/html/dcp/pdf/pub/qnneeds_2013.pdf

Nir, Sarah Maslin. 2010. “Roosevelt Ave: A Corridor of Vice.” New York Times, October 12.

Rodriguez, Cindy. 2011. “Inside the New Times Square: A Look at Prostitution on Roosevelt Avenue in Queens.” WNYC, August 15. 

 

‘My American Girls’

The lives and troubles of the Ortiz family in ‘My American Girls’ are shaped and influenced by their neighborhood and community of Sunset Park, Brooklyn.

The Ortiz sisters find cultural safe haven and connection with the Dominican community of Brooklyn; the community is tight-knit and very involved in the lives of its members. Social company and support is evident when the greater Dominican community in Brooklyn gathers to celebrate the eldest Ortiz sister’s college graduation. The greater Dominican community also gathers at the Ortiz home at other social gatherings or simply  casual get-togethers, and offer a feeling of home to Mr. and Mrs. Ortiz, who still desire to move back to the Dominican Republic.

The presence and socially-inclined Dominican community also has its disadvantages for the Ortiz household. The eldest sister, Monica, considers the heavy flow Dominicans coming in and out of the Ortiz household as a distraction to her studies, and points out the detriment of their interaction with her younger sisters. Monica prioritized her studies and career as opposed to devoting her life to socializing with the Dominican community. This starkly contrasts with her sisters, who spend a disproportionate amount of their time with their Dominican friends, turning their attention away from their studies, and viewing life from a more lax Dominican perspective as opposed to a studious American perspective like Monica.

My American Girls Response

In the film American Girls, the neighborhood the girls lived in played an important part in the way they grew up.  Being surrounded by other Dominicans kept the girls closer to their culture.  They were all exposed to the customs and activities that native Dominicans are accustomed to.  They were constantly around their extended family, since they all lived in one five-story house and spent a lot of time together.  This is also why the girls were fluent in both English and Spanish.  At home, they would either switch between both languages speaking to their mother or other relatives and at school they would speak mostly English.  The downside to having Dominican born parents and relatives all around them was that the girls would need more help concentrating and doing well in school.  While the oldest, Monica, had no problem keeping her head in the books, the youngest, Mayra, cannot keep her focus on her schoolwork.  This makes it harder for Sandra to discipline her because while she can keep telling her to do her schoolwork, she can’t exactly check it to make sure it is good.  What she does do though, is work hard to make sure her daughters can be the best they can and she can be able to go back to the Dominican Republic.

The scenes that resonated the most with me the most during this film were the ones where the girls got to spend time with their families.  They would walk through the streets together and in one scene, they made time to have fun play in the spray of a fire hydrant.  You could see that they were not one of the wealthiest families from the surroundings that they hangout in.  They have a limited amount of options as to what they can do in their free time, but the children still find ways to have fun and play around.  The Ortiz family did not choose to live in the neighborhood that they do, as you can see from Sandra’s intentions of working so hard.  That is what she could afford with the limited education she got in the Dominican Republic and being an immigrant.  She wants so much to be able to go back home and be comfortable there, but she must first get through where she is in the U.S.

The youngest daughter, Mayra, is the closest to their culture.  She likes to hang out outside with her friends and spend time with her family at the parties they throw on the weekends.  She even goes as far as saying that once they get to the Dominican Republic, she does not want to come back to the U.S.  She has been able to see what both American and Dominican society has to offer and is able to choose which one she would rather identify with.  On the other hand, her oldest sister, Melissa, has decided to fully immerse herself into American culture.  She decided to stay away from her Dominican culture from the time she was in high school.  She kept her head in the books and made it to Columbia.  Her friends and boyfriend are all American and she serves as the cultural liaison.  She loves the opportunities she gets from being an American and all of the options she has to choose from.  Aida, the middle child, is a mix between the two.  She knows she has to do well in school to be able to benefit from the advantages of America, but also loves her Dominican background.  Like Mayra, she loves to be around her family and hangout in the backyard on weekends. She tries her hardest in school, although life and the struggles she faces with her family distract her.

 

American Girls Response

 

C) The title of the film is based on Mrs. Ortiz’s description of her daughters as her American girls.  Describe how each of her three daughters represents an aspect of the American experience and/or an American identity.

Throughout the film American Girls, Mrs. Ortiz repeatedly describes her three daughters as such. When contrasted with her own extremely poor upbringing this is entirely understandable. The oldest daughter embodies American exceptionalism, that if one works hard enough they can rise from very little to greatness. The younger two daughters personify entitlement. Neither of them puts in the same effort as their older sister yet they expect certain luxuries regardless.

The oldest sister graduates from Columbia University during the course of the film. She worked extremely hard to get there and maintained this ethic until her graduation. She was on the track team and built websites to supplement her income. Despite the difficulties, she even pursue an acting career, taking what jobs are available. She is willing to work to achieve any goal she sets for herself, rising from her limited origins to the pinnacle of scholarship.

The younger sisters don’t share their sibling’s motivation. They ask their parents for favors, such as money for shoes etc. and skimp on their work. They expect electricity, free time, food, and few chores; all very American luxuries. In the Dominican Republic, their parents went most of the day without electricity, worked from dawn till after dusk and lived incredibly simply.

South Asians In Queens

In Chhaya CDC, Chhaya surveys South Asian families in the five boroughs, focusing on Queens because that is where most reside, to pinpoint the concerns and problems that South Asians face once they move to New York.  Although Chhaya focuses on housing problems, job, social, and educational problems also came up in the findings of the survey.  What got my attention the most were the education and job related concerns.  Coming to a new country, 47% of South Asians surveyed already had a college degree and 14% had some college education.  As a U.S. born citizen, this level of education would qualify us  for a decent professional job with at least an average salary to live of off comfortably.  However, only 8% of the same group had a professional or technical job with 21% making $40,000 or more a year. As great as it is to see some succeeding and being able to live comfortably in America, it is not acceptable that most of the qualified South Asians are not being given the opportunity to contribute to their field of study.  Especially since they will have ideas and innovations that are different to those of the average American.  According to the survey, this problem is caused by the lack of availability of job opportunities in the fields that they were trained in in their home country, as well as the language barrier.  This forces the already educated group to go to school and become trained in a more available field.  However, it is like their past educational background is wiped out.  Several Bangladeshis that were surveyed explained the lower level jobs that they had after the many years of experience they had in their home country.  Once they moved to America, they had to essentially start over.  This is big problem that must be dealt with in immigrant communities.  Chhaya suggests, in the beginning of this passage, that the government provides development programs for the fields that South Asians are already trained in or invests in South Asian owned small businesses.  This would give South Asain immigrants the chance that they have worked hard for in their home countries.

South Asians

Chhaya CDC’s “Deepening Roots and Creating Space” discusses about the challenges South Asians face and some proposed solutions. By utilizing census and surveys, Chhaya CDC was able to pinpoint some core issues the immigrants face. The first issue they addressed was the housing issue. The South Asian communities have grown significantly in the past decade, which is during the “country’s worst economic crisis”. Because the economic hardship, not only has it been hard for the South Asians to purchase a house, there has been many cases of overcrowded families. Also, the process of buying a house is also a hassle. Most of the housing contracts require some sort of income report. However, since most of these people are self-employed, they face disadvantages in housings issues.

In my opinion, the basic problem these people face is the language barrier. Being an immigrant myself, I also have had problems because I couldn’t communicate with others. It really is frustrating. Because you can’t communicate, you don’t want to interact with the society, which is why the first generation immigrants have hard time getting a job. Although these immigrants have received decent education, they can’t succeed in American because they can’t find the opportunities. As mentioned in the article, half of the selected group of people had college degree but only 8% of them were working in a professional field. That really shows how big this cultural barrier is.

Learning language surprisingly gives you a lot of confidence. You don’t feel as helpless as before. You feel like you can contribute and help others. Being able to communicate is really the key. A lot of these immigrants have the education that the society wants. However, that simple lack of communication is what’s blocking these immigrants from adapting into the society. That’s why, for the immigrants, there is a huge barrier to numerous opportunities.

The Arrival of South Asians into Queens

South Asians are part of the New Wave of immigrants; Queens in particular has seen many of these new immigrants arriving and creating a new home for themselves here. Yet, unlike many of the immigrants that have been arriving in the past few decades, these South Asians-Indians in particular- are highly educated individuals, have obtained secondary school education and even college education for some. This is not such the case for other immigrants; many of the Latinos and Asians that have been immigrating to the U.S. are not highly educated.

These new immigrants have, like others before them, made their presence known. Jack Nicholson, a resident of Jackson Heights, discussed his experience living in Jackson Heights, before and after the waves of immigrants decided to make that neighborhood their home. Jackson Heights, like Flushing, like Corona, was originally a rural neighborhood that was part of a growing metropolis. Jackson Heights was built and created as a home for the whites that were fleeing Manhattan; this was made crystal clear when in Maly’s article, Nicholson recalls that it specifically did not allow any blacks, Jews nor Catholics. This highlights the fact that that area was intended to be a sort of haven for the white Anglo-Saxon Protestants that were still in the city.

Yet, fast forward to the recent decades, there is a diversity in Jackson Heights. To clarify, the Heights draws many immigrants not only because there are already established ethnic communities there, but also because of its convenience. The 7 train easily goes through this neighborhood, which is great for immigrants working blue-collar jobs and have to work longer than the traditional 9-5 PM work day. Ironically, this is what was used to appeal to the original white residents as well. Jackson Heights now has white residents, Latino residents, Chinese, Koreans, South Asians, you name it. Much like Queens, Jackson Heights has come to represent (what Nicholson stressed) would be the world in a few years.

The arrival of South Asians-Indians, Pakistanis, Bangladeshis, etc- means that there are new concerns that must be addressed. Nicholson recalls that property values in Jackson Heights dropped dramatically. His home, valued at $90,000, dropped to a value of $35,000. In Chhaya’s article, research found that many immigrants are concerned with jobs, cost of housing, and as one resident put it, “the overcrowding in schools.” (10) In addition, the research and numbers show that while many of the South Asian immigrants have gone to college, the jobs that they are getting are not much better than the ones that uneducated immigrants get. About 80% of the survey’s participants made less than $40,000 but 47% of the participants in general went to university. How is this possible, considering that in Joe Salvo’s presentation and research, we learned that Latino immigrants, most of whom have not gone to college, are earning around $30,000-$35,000?   In fact, many of the South Asian immigrants are taking low-end jobs, such as taxi drivers, laundry cleaners, etc. This disparity, however, should not be easily dismissed.

My American Girls Reponse

My American Girls is about Ortiz’s family and the challenges they face as immigrants. Not having proper education, Mrs. Ortiz has to raise her three daughters with a couple of low paying jobs. She wants her daughters to work hard so that they don’t have to suffer like her. Although there are lots of complications and hardships, the Ortiz’s house is full of visitors and neighbors. These Dominicans are brought together because they face similar challenges. Because they understand each other, the neighbors have special relationships with each other.

The community and Ortiz family impact Mrs. Ortiz’s girls who were born in America. While Monica, the oldest sister, is the one with the least ties to her native heritage and she is the one who has the balance between her Dominican side and her American side. She gives up her dream of acting to make her parents proud and instead pursues a more stable job. The family’s expectation has shaped her educational and career path.

Aida, the second oldest sibling, represents a young teenage girl who seeks attention and independence. She begins working at McDonalds to help her parents, but in the end, it affects her grades negatively and gets fired for being late to work. She thinks she is grown up, but the reality shows that she still needs perseverance and patience. Finally, Mayra, the youngest out of the three sisters, is an example of an immigrant who is still tied to her homeland. She struggles in academics and hangs out with her neighborhood Dominican friends. Out of three sisters, she is the one who is most badly caught in between two different cultures. She wants to live a Dominican life, but the environment won’t let her

My American Girls Reaction

The documentary, My American Girls: A Dominican Story, sheds light onto the living situation of many immigrant families and first-generation Americans, particularly Latinos. This extended family spans the four floors of their home: struggling through school and low-wage jobs during the week, and celebrating the weekends as they dance and sing in Spanish in the backyard. In this sense, the Ortiz family was almost a community unto itself.

However, each of the three daughters, or “American girls,” reacted to this community differently. The eldest, Monica, almost completely rejects her Dominican roots, abandoning much of the culture and tradition to be “Americanized” in the most traditional sense (attending an Ivy League university, having a white boyfriend, living in Manhattan away from family, etc.). This is a stark contrast to her younger sisters. Mayra, the youngest, embraces Latino culture, but in a less traditional sense. A self-proclaimed “ghetto” kid, she identifies with other Latino children, and perhaps even Latino stereotypes, and is very limited in a geographical sense (only hanging out with “kids from the block,” so to speak). Aida, the middle child, is almost a melding of the two, having her own “American” ambitions while still trying to keep ties with her Dominican culture and family.

Monica represents the epitome of the “American dream:” coming from nothing, validating the sacrifies her parents made, finding her place in the big city. Mayra, however, represents another faces of “Americanness:” the notion that we are a country of immigrants. In self-identifying, she exemplifies this American tradition of “being from somewhere” and having a sense of culture. Personally, I see the most commonality between Aida and myself. Being a child of immigrants, albeit of different socioeconomic situations, I can understand Aida’s stance on trying to keep ties to your heritage while forging your own path, so to speak. All of these “American identities” stem from being first-generation Americans; these girls have the autonomy to create their own personas, regardless of who their parents are or where they come from. The variability comes from how much they want to maintain ties to their ethnic backgrounds and how far they are willing to go.

Deepening Roots and Creating Space

The Chhaya CDC report entitled “Deepening Roots and Creating Space: Building a Better Future for New York’s South Asians” clearly outlined the problems today’s South Asian immigrants face and make suggestions in how to solve these problems. Although I found this list of recommendations to be a bit lofty in the sense that all of these initiatives require substantial funding, the report explicitly explains the issues that plague this ethnic group.

The two most notable matters of struggle explained were employment and housing, two intertwining facets of a person’s life, regardless of whether or not they are an immigrant. However, how these things are affected differ for South Asians. A staggering statistic claims that nearly 50% of South Asian immigrants have a college degree, while only 8% work technical jobs. This discrepancy is concerning to say the least. Un- and underemployment are issues plaguing the nation as a whole, but for a person having the education and abilities of an accountant to be working as a cab driver is unacceptable. This raises the question of why this is occurring, and according to the report, much of it stems from English language proficiency, or a lack thereof. Therefore, it’s integral for ESOL classes to be implemented in these communities if there is any chance of ameliorating this employment predicament.

Naturally, if one is un- or underemployed, making ends meet can be tough. In explaining the housing situation, the report shows how an overwhelming majority of South Asians are renters. In being renters, they face a whole other set of problems, in particular, paying rent and having a lease. The first is fairly self-explanatory; what is notable is that half of these renters do not have leases, putting them in a precarious situation in terms of keeping their homes. On the other hand, homeowners, especially new ones are at high risk of being victims of a subprime mortgage, considering more than half of them weren’t asked to show proof of income when applying for the mortgage. These issues could be linked back to the language barrier since a) these South Asians may not understand the lease process or the validity of a mortgage, and b) their lack of knowledge in English puts them at lower wage jobs and therefore lower income housing.

Finally, it was also interesting to see that the number one reason for moving into a neighborhood was maintaining a sense of community, linking back to the concept of these immigrant enclaves. One participant is even quoted as feeling out of place in a community that is majority Chinese and Hispanic. There were also links to the Jerry Vattamala talk, especially in regards to the underrepresentation of South Asians and the un-acknowledgement of Indo-Caribbeans in the US Census. Personally, I think the report does a good job of explaining and enlightening the issues of South Asians, but there are still leaps to be made before the initiatives recommended can really be mobilized.

My American Girls

My American Girls is a documentary surrounding the Ortiz family, first generation immigrants, who is hardworking, dedicated, and striving for success and pursuing the American dream. This movie documents the challenges they face in difficulties they face. However, it also shows how their surroundings, the community, plays an important factor in becoming who they are, especially their daughters. From being born in America, they are caught between parent’s values and their own. This is where the film shows the contrasts of being American but still living up to the immigrant values of their parents.

Being born in America, there are many things that distinguish you from your parents and the things you believe in. This is also the example for the Ortiz daughters. As they look on a different path to becoming something in life, there are many complications in reaching that successful platform. Having immigrant parents, it is very difficult for them to receive the proper education they need. Most of the complications that front the Ortiz daughters are social complications. Whether it is education and studying or hanging out with friends, they first set forward to know people and to “socialize” more with others rather than study. My mom, being a math teacher, has had a great amount of experience with connecting to kids who are new to the country and have first-year immigrants in the US. It is a difficult task for not just the parents but for their kids to adapt and to set themselves in the right direction. That is where the community needs to play a vital role.

On the other hand, it is maintaining the values of their family. Living in a community of Puerto Ricans/Dominicans, there is a sense of comfortability among the Ortiz daughters. Having the sense of religious unity is key that at least they have someone/something with them. Other than that, they don’t have much. They are left to explore their community and expand their knowledge. Through that, each of the daughters become different and develops their own characteristics. The community plays a vital role in shaping each of the daughters and motivates them to work hard but also to explore what is out there and see what they can do with that is out there.

My American Girls: A Dominican Story

In My American Girls, we see an up close account of what life is like for the Ortiz family, a Dominican family that now lives in Sunset Park, Brooklyn. The Ortiz home is overrun with family members and friends who are constantly coming and going. In the street, all of the kids on the block come out to play with each other. There is a strong sense of community that exists between the Dominicans of this neighborhood that extends beyond direct familial relationships. The entire community, especially those who weren’t born here, is struggling to find work, to make a living, to get an education, and to learn English. This community, which exists separately from other communities in Sunset Park (such as the Asian community), has both its advantages and disadvantages for the Ortiz family.

Coming together as a community creates a huge sense of comfort for the Ortiz family, especially for the elders. They help each other to learn about life in the U.S., to immigrate here, and to find work here. In the film, for example, we see the mother teaching an English phrase to one of her many family members. Learning from family is probably less intimidating than learning from strangers. Once they get adjusted to life here, they’re able to send money back to their poor families at home in the D.R. Besides for these practical reasons, they also get to hold on to memories of home by constantly sharing them with each other. They strongly hold onto their culture and their traditions while they are living here. This perhaps relieves the scary fact that they are living in a completely alien land.

While the benefits of living in a close knit Dominican community are real, there are also setbacks, especially those that affect the Ortiz daughters. We constantly see the middle daughter struggling with school, and one of the reasons is because neither of her parents can help her with her work. Generally, the large amount of family members and friends that are constantly around makes for a huge distraction. The younger daughters would rather socialize within their community than study. They’ve even complained several times that they’d rather move back to the D.R. and stay there. This was the opposite for the oldest daughter, who worked extremely hard to study and do well in school. She graduated from a prestigious university, but she still finds herself being held back in some ways by the demands of her family and the community. There is a feeling that she could be more successful of she could severe her ties with her family and her community. For the daughters especially, we see the members of this community stuck in an awkward place that is somewhere between belonging to the U.S. and belonging to the D.R. As long as they are in limbo like this, they can never go very far in either direction.

South Asians and The Barrier War

Chhaya CDC Report of 2012 has me absolutely appalled at the conditions of the South Asian community in New York City. What stood out the most was the fact that almost 47 percent of the South Asians surveyed held college degrees, but only 8 percent work in professional or technical jobs. That I felt was the main focal point of this reading. The language barrier was one of many big challenges faced by this demographic group. These language barriers are the main cause of the job and home issues this group faces. The issues faced at homes, is faced primarily by families renting houses or apartments who are faced with different issues that other renters do not ordinarily face. Most of them are paid in cash, therefore they must pay their rent in cash without any proof of ever having paid their rent to the homeowners. In addition, these South Asian immigrants primarily do not speak English, therefore they are not known of their rights as a renter and are often unaware of when they’re living in a rent control apartment. And since they pay rent in cash, there is no way of proving that they are being cheated out of their money.

Opportunity barriers are another prime issue facing this group South Asians. In one of the surveys done, it was noted that a young Bangladeshi male who has a master’s degree in accounting but currently works as a Taxi driver. Because of their different language, it is difficult for South Asians to gain work in their field of expertise. Immediate action should be taken to allow for this group of people to be accommodated for their differences in language. After all, 80 percent of the surveyed people were either US citizens or permanent residents. The South Asian community has had the largest percentage increase in population in New York City, 159 percent increase. There days are soon to come, because they’ll be around for many more years to come.

Becoming American, Being Indian

In Khandelwal’s article “Becoming American, Being Indian,” various aspects of the lives of Indians are depicted. Some themes include the spatial landscape of South Asian New York, the locations of the concentrations of these people, the range of religions practiced by Indian immigrants, and the change of Indian immigrants from a “professional middle-class population” to one of “diverse occupations.” With the recent migration, trajectories show a shift of these people from Manhattan to New York’s outer boroughs and suburbs. That being said, along with the growing numbers of new immigrants, streets are becoming more overcrowded and there is an accompanying frequent turnover in local businesses. Despite the drop in the number of Indians living in Manhattan, the sheer number of Indians who work in and around NYC has increased, with medical students, businessmen, cab drivers, and newsstand workers looking to the city and its surrounding environs as an opportunity for greater financial success. As evidence, anywhere you go in the city, you can expect to see South Asians employed as cabdrivers or as newsstand workers. These jobs are those that are readily available to them, since they are either uneducated or have little money to tide them over until they find better employment. Simply put, they need the money now. I can attest to this harsh reality, having an uncle who drives a taxi. The “taxi community” consists of many Indian people who know each other and establish the connections that allow other newcomers to join this service industry to make ready money. Even though the salary may not be sufficient, driving a cab still enables these new and/or uneducated South Asians to earn a living and make some money to support their families. Those who are ambitious certainly have the opportunity to work overtime. Khandelwal continues to go on in greater detail about the importance of the “taxi community” to Indian immigrants and to elaborate as to how this recent influx of Indian immigrants has changed the community as a whole.

Mrs. Ortiz’s “American” Girls

The film, My American Girls, accurately depicts the lifestyle of immigrant parents as they struggle to “make it” in America. It was hard not to notice the obvious gap between Mrs. Ortiz and her “American” girls. Monica, Mrs. Ortiz’s oldest daughter, is probably the most “American” out of all of her siblings. Although she can communicate well with her parents and is accustomed to the Dominican culture, Monica states that she never really hung out with the Dominican “crowd”. When she was at home, she only focused on her schoolwork and rarely interacted with other Dominican kids of her age. After spending most of her school years in a private school, she attended Columbia University and once again, she became surrounded by completely different individuals. It is interesting that although Monica’s family is not very wealthy, they were still able to afford Monica’s private school education. Also, Monica, like many other first generation immigrants kids, aspires to achieve that “American dream”. Out of everyone in her family, she is the only one who seems to have a better chance of “making it”. In my opinion, Monica manages to strike a perfect balance between her “American” life and her “Dominican” by still maintaining her relationship with her “white” boyfriend, her job, and the close connections with her very much Dominican family. Just like how Mrs. Ortiz struggles to provide for her family, Monica too is struggling so that in the future, she can support her parents.

Aida, who considers herself to be a “typical” middle child, may not be as “American” as her older sister. But she still demonstrates her desire to work and earn some money so that she can  pay for her expenses. This sense of responsibility and independence that she possesses distinguishes her from other Dominican kids of her age. She knows she has to focus on her studies (even though she is used to failing math) and the SAT so that she too can go to college like Monica. In the movie, Aida tells the audience that although she doesn’t show it, she is very proud of her mother’s accomplishments in America. She quits her job and has unnecessary demands for materialistic things but it is important to note that as a 16 year old, this is to be expected. But overall, she seems mature for her age and is highly aware of the importance of achieving her goals.

Mayra, who is fourteen years old, considers herself to be the “ghetto” kid. Since she is the youngest, we can expect her to be a bit immature than the others. Her focus is more on her friends rather than her studies. It is obvious that Mrs. Ortiz has the hardest time getting Mayra to be studious like Monica. Instead of using Monica as an inspiration, Mayra doesn’t want to be anything like her because Mrs. Ortiz is always comparing her to Monica. Mrs. Ortiz, who doesn’t know much English, expresses her frustration about the lack of English skills and how her Mayra is taking advantage of this weakness. Mrs. Ortiz is fed up with Mayra’s shenanigans and she wishes to send the fourteen year old to Dominican Republic. Unlike Aida, who doesn’t want to go back and finish her studies there, Mayra is agrees to finish high school in the Dominican Republic. Therefore, I consider her to be the least “American” out of all of her siblings even though she is born and brought up in the United States.

My American Girls

In My American Girls the girls were shaped in different ways because of the different communities they were part of. All the girls during their childhood lived in the same neighborhood of Sunset Park. Specifically, they lived in a Hispanic neighborhood of Sunset Park. However, not all of the girls were part of the Dominican community that was formed by Dominican immigrants. For example, Monica went to private school and therefore went to school with wealthier people who were not Dominican or Hispanic. Many of the people she was exposed to in school were Caucasian. She became more of an outsider to the Dominican Community because she hung out with non-Dominicans and had a way of life that was to the way of life the private school people had. The eighth grade girl on the other hand was very part of the Dominican community. She played outside with Dominicans and identified very strongly with being a Dominican. She did not go to the private school like Monica did.

The three daughters were all very different and had different experiences as American-Dominicans. For example, Monica was a very Americanized Dominican. She assimilated into the culture of the Americans at her school and seemed slightly offended when people did not recognize her as being Dominican. Her family in the Dominican Republic would tell her that she was Dominican and not American, and she did not like that. Monica also in a way fit into the American dream that is most discussed. Her mom was very poor when she came here and was not educated, but Monica was able to work hard and get a prestigious education, which opened up opportunities to her, in terms of jobs and life style. For example, right after she graduated college she was able to move to a wealthier part of Manhattan and get a job. The middle child had some similar qualities to Monica. She said that she did not want to turn out like some other kids she knew, who also probably came from immigrant families, and she wanted to work hard and be successful in America. She even took initiative by looking for a job for herself, but was fired very quickly. What she wanted to be in America and what was happening to her did not agree. The youngest daughter did not seem to care about being successful in America and also did not identify much with being an American. Considering her carefree lifestyle, her future in America was probably not much of a concern to her.

One part of the documentary that stuck out to me was the part where Monica talked with the other Dominican actress about the Dominican Republic. They were saying that the places their families came from in the Dominican Republic were very different in terms of their cultures. This made me think about the term “Hispanic”, which groups people in Latin America together. Based on the conversation, even saying Dominican is generalizing where someone is from. No matter what someone refers to another person as, a generalization may be made.

My American Girls (Mis chicas Americanas): A Dominican Story

Prompt C:

In the film “My American Girls” Sandra Ortiz, the mother of the three girls, faces a tough time in dealing with her American born daughters. Her three daughters have all taken completely different routes to their version of the American dream. Monica is the smart, talented and hard working of the three. Aida is the one that tries to balance street and home life. And the final daughter, Mayra, cares only about having a good time.

The eldest daughter, Monica, lives a drastically different life than the rest of her family. She thrives off her independence from her family and has detached herself from her Dominican culture. Monica is living her version of the American dream through testing different things to see which makes her happy. The end result will be her choosing that thing to spend the rest of her life doing, currently that thing to her is acting.

The middle daughter, Aida, is the typical middle child, She, like Monica, tries to be independent but in a different way. She turns to working at McDonalds when her parents fail to provide her with the things she desires. She, unlike Monica, has taken a materialistic approach to the American dream. She chooses material things over her education, because to her having designer shoes are more valuable than books. Even so, she tries to maintain an identity as a Dominican and be an American too. She fits in the middle of her two lives.

The last and youngest daughter, Mayra, is the most immature of the three siblings. She regards herself as “ghetto” and does everything in the name of fun. Unlike her two sisters, she does not pursue a solid education or material things, she only wants to have fun with her friends. Her version of the American dream is to have fun all the time.

The three daughters have all grown up to live various different lifestyles. The biggest reason for this may be the language barrier between the parents and their children. Since the parents struggle with English, there is no way to check up on their kids to see if they are really doing their work. This has allowed the three of them to venture out and live out the different lives they find themselves a part of in America.

South Asians in Queens

Michael Maly is able to show how Jackson Heights transformed from a once upper middle class community to the hyper-diverse neighborhood it is today. He does this by making a clear timeline of events that occurred in Queens. In the very beginning of the twentieth century, Queens was nothing more than rural land made up of individual townships. Ten years later, Jackson Heights was bought by Edward MacDougall’s Queensboro Corporation. When MacDougall began to develop Queens, he imagined an exclusive community of young, educated Protestants living in an area of “calm tree-lined streets” while “sharing a common garden.” The construction of the Queensboro Bridge as well as the E, F and 7 trains provided a link between Queens and Manhattan. These new modes of transportation as well as the Hart-Cellar Immigration Act of 1965, which decreased restricted immigration, attracted a “massive influx” of immigrants from Latin America, Asia and the Caribbean. Initially a diverse community was formed but “white flight,” the move of white settlers to escape immigrants, followed soon after. The steep drop of white settlers in the area actually proved to be beneficial to immigrants in more ways than one. First, the value of real estate significantly declined. This made it possible for new immigrants to afford housing that they would have been unable to afford if the area remained exclusive to the upper middle-class. In addition, residents were able to open up new businesses and institutions in the area that catered to the likings of new immigrants such as Indian grocery stores, sari shops and temples. Queens went from rural land to an exclusive community of white Protestants into a safe haven for immigrants. Today we see Queens as a hyper-diverse community that many South Asians have found a home in.

My American Girls: A Dominican Story

My American Girls: A Dominican Story tells the story of a family of Dominicans living in Sunset Park, Brooklyn. Mr. and Mrs. Ortiz work blue collared jobs as cleaners. In order to support the family, they must take up more than one job. Because of their busy schedules due to multiple jobs, they hardly get to spend time with their three daughters. In the beginning of the movie, the eldest daughter Monica expresses how instead of getting the extra $100 per week, her parents should invest more time with their children. This movie gives a raw look at the struggles immigrants must face in order to achieve the “American Dream.”

Although the three daughters were raised in the same household, it is clear that each have their own distinct personalties. As the oldest daughter, Monica is the most studious of the three. She majored in neuroscience and graduated from Colombia University. She was the first college graduate in her family and her parents were so proud even saying that they’re “glad they finally did something right.” Although Monica was on the path towards medical school,  she decided she wanted to pursue her passion for acting. While she felt she was letting her parents down for not continuing on to becoming a doctor, she decided acting was what made her happy. It is clear that Monica has put distance between her and her family. Although she would like to help her mom raise her other two sisters, she does not want her family to hold her down from creating a future for herself.

While Monica is extremely studious her sisters Aida and Myra, are quite the opposite. Aida is mostly concerned with making money to buy the clothes she wants. She begins to work at McDonalds but is fired shortly after due to tardiness. Myra is doing so poorly in school that she needs to go to summer school. One of the scenes that most affected me was watching Mrs. Ortiz in the parent teacher conference meetings. All of Myra’s teachers tell Mrs. Ortiz that Myra is not doing well in school which is not what any mother wants to hear. Due to Mrs. Ortiz lack of knowledge for the English language, she can never even help Myra in her homework so there is not much that Mrs. Ortiz can do for Myra besides yell at her to do well in school.

The most striking part of the film for me was when the family went back to the Dominican Republic. Going back was an escape from bad grades and multiple jobs. You can see how the family is happy in their home country. In the Dominican Republic, they are considered well off compared to their relatives and it is clear that they do not want to return to the U.S. where they have to continue struggling in order to make ends meet.

Unity Within the Community

The articles mention how the U.S. government tends to generalize immigrants into basic ethnic groups and fail to recognize the diversity within these groups. This is a result of America’s lack of understanding of the newer yet increasingly prominent immigrant groups such as the South Asians. This lack of understanding makes it difficult for the federal government to meet the needs of these immigrants and, as a result, these immigrants have a harder time thriving in the city. Here, we can ask the question of whether the government is actually making an attempt to understand them.  If they are, perhaps they lack the resources to be able to do so.

However, we see that within these communities immigrants form their own organizations (such as Chhaya CDC) in an attempt to better the conditions immigrants face when attempting to live in the United States. These organizations have a much better understanding of the diversity and culture of the ethnic groups. They are more efficient than the government consensus at obtaining data that accurately reflects the condition of the community. They are more in touch with the culture and traditions of these ethnic groups and much more inclined to help these groups for the sake of bettering their lives. They also work for representation in the government for these minority ethnic groups so that the needs of these groups can be met and actually provided for by the government.

In my opinion, the forming of institutions and organizations within ethnic communities is a result of a need for protection, support, and representation. These organizations help bring the voices of the community together and permit them to be heard by the government. Where the U.S. government will not or cannot efficiently provide for the needs of these ethnic communities, the organizations will step in and attempt to resolve the problem or attempt to pressure the government to do something about it.

Becoming American, Being Indian

In this piece the author, Khandelwal, discusses the “Indian” immigrant experience in America and the larger implications of the term “South Asian”. While the discussion of the “Indian”-American experience in Queens was fascinating, especially as a life log Queens resident who has observed these dynamics first hand, I found the issue of defining “Indian” and the issue of who should assume responsibility for that issue, to be most interesting.

Khandewlwal addresses is how exactly to define “Indian” identity and how it fits in within the larger category of “South Asian” identity. While the author does not provide a definitive definition (indeed, considering the vast diversity within and originating from the subcontinent there really can be none) what is settled is that the American manner of defining “Indian” and “South Asian” is flawed, or at least, lacking perspective. Here’s my question though: upon whom does this burden of definition fall? Should American society be obliged to properly define a set of cultures that are distinctly not American (and what is American?)? In my opinion, yes, there is inherit social and humanistic value in properly defining and understanding a foreign culture. However, for the practical purposes of the American government, isn’t it better to simply construct a definition that would best serve the needs of a people. In a sense, much of the Indian immigrant community would benefit from this broad association and conflation with other south Asians. Historically, there have been more communal and non-profit resources designated towards to struggling South Asian immigrants in general, as opposed to those struggling Indian immigrants whose economic needs are consistently marginalized the the “Indian” economic elite who maintain an image of Indian communal  wealth and comfort. In other words, the “burden of definition” should fall solely upon the “Indian” community, and the American government should simply be obligated to define “Indian” only insofar  as it helps and improves the lives of the immigrants.

South Asians of Queens

Deepening Roots and Creating Space: Building a Better Future for New York’s South Asians gives a clear, thorough urban analysis of the South Asian plight in New York. Using a variety of research tools and methods such as statistics, focus groups, surveys, charts, and the current US census data, the Chhaya Community Development Corporation specifically focuses on the dire housing and economic development needs of the South Asian community.

South Asians, the fastest growing ethnic population, are composed of immigrants from a variety of countries in that region. They face a great deal of obstacles in their attempts to maintain housing, mainly language barriers, discrimination, and limited civil service access. Chhaya describes how most of them (70%) are forced to rent due to high costs. The 30% of them who do own homes bought them recently within the past decade, and they struggle to pay the mortgage; to afford these costs, they rent out their basements or attics illegally. Renters also engage in dubious behavior as well, for they rent in cash, do not own leases, or live in the informal units. In not having anything on paper, they make themselves vulnerable to displacement. Furthermore, the places that they find themselves dwelling in are overcrowded and are just generally bad living conditions. Particularly because of the recent economic downturn, they are much more unwilling to do renovations to their places. The prices for the most part continue to be on the rise and unfortunate statistic is that the number foreclosures continues to go up as well, specifically in the Queens section that is 50% South Asian.

Another issue that Chhaya raises is employment for South Asians. Their economic mobility is severely limited and therefore they are mostly confined to the service industry. An ironic statistic is that regarding education, the highest academic achievement for them is either a college degree or below a high school degree. Chyyana also includes anecdotal evidence to support the claim that for most people, the higher education still does not have an effect on their job; they are still stymied in the classic South Asian service industry. Especially as of late, they have faced severe unemployment, which causes them to have difficulty meeting a living wage. Therefore, the problem of employment and housing is highly correlated.

Chyyana gives many recommendations as to how to ameliorate the housing predicament and substandard living conditions that South Asians are facing. And while I understand that he is trying to address a severe issue that occurs today, I do not think that some of his solutions are feasible. It is indeed problematic that South Asians have trouble paying the high housing costs. However, I do not think that lowering down payment costs is the solution. Chyyana mentions that during the housing bubble they, like others, did not pay a down payment; when the bubble burst, many of them went into foreclosure. The lack of a down payment clearly tempted them to buy houses that they could not afford; had they paid the initial sum, they might have thought twice before signing on the dotted line. A down payment is a therefore a safety measure in the housing market. If we lower it, the economy will surely return to its nadir a la 2007. I certainly believe in helping educate marginalized people and immigrants into making proper, sound financial decisions, but I do not believe in policies that will negatively affect the outside economy.

My American Girls: A Dominican Story response

In My American Girls: A Dominican Story, all three of the daughters have an identical upbringing. They all grow up in the same crammed house in Sunset Park. They all grow up going to school while their parents work two jobs each to support them. They all grow up exposed to their Dominican Republic roots through their family traditions. Yet they each are very distinct individuals who represent different American experiences and identities.

The eldest, Monica, is the most removed from her Dominican roots. Going to an Ivy League college, she fulfills the American dream of achieving a prestigious education. Her American identity is further strengthened by her disassociation from the Dominican crowd. Instead of living with the rest of her family in Sunset Park, she moves to an upscale, more expensive neighborhood with her American boyfriend. This change in her living situation is a clear attempt on Monica’s part to distance herself from the community she was raised in. The neighborhood intrinsically does not harm her ambitions in any way, but rather the community hinders her attempts at “making it.” She does not wish to rebuff her hardworking parents, but she does intend, and humbly so, to elevate herself in society. And while she is physically and culturally separated from her family in Sunset Park, she recognizes that each of her achievements is a first for any of her family members in America. It was interesting to note how swift her career shift from neuroscience to acting was; such a change is only possible in America, where people is able to alter their future goals on a whim in order to enjoy the [American] experience by doing something they truly enjoy.

Aida, the middle child, also discusses jobs and a future, despite being only sixteen. She wants to have money to buy things, something that most American teens take for granted. Her parents struggle to barely support the family and pay the bills; they certainly cannot support a life of materialism that is prevalent in today’s youth. Instead, Aida feels the need to get a job so as to support her desire to shop. She starts out by working at McDonald’s-what she considers a classic job. (“I mean, it’s McDonads.”) Fired for her tardiness, she recognizes that now she will have more time to study for the SAT’s- a priority in the eyes of her teacher’s but not her own. Despite not being the most conscientious, Aida does orate that she wishes to break away from the pattern of not graduating, a rampant problem among many Dominicans.

The youngest, Myra, has complete disregard for the concerns of her two older sisters. She contributes to the statistic of Latinos not doing well in school; she fails math and has to attend summer school. An American experience that she considers import is hanging out with her friends. For her, friendship is more of a priority than school work-an idea that causes her to clash with her mother. While the oldest daughter barely acknowledges her Dominican roots, Myra is clearly the most conflicted by her heritage. She desperately tries to be a normal American teenager, but feels confined by living in Sunset Park. There are intercommunity problems where she lives: at one point, she is harassed by other children and needs her mother to smooth things out. The declaration of her desire to go live in the Dominican Republic, despite never having grown up there, reflects an important aspect of her identity crisis as an American teen. She feels that the possibility to have a normal American existence is hindered by her identity; she believes that she would belong in the Dominican Republic.

Since the parents work late hours, the daughters are stuck watching television all night. The daughters recognize that because of their unique identity as Dominicans, their American experience is not the average one. The family infuses their heritage into their daily life through language and food in addition to returning to the Dominican Republic for vacation. Specifically because of financial and cultural hardship, the daughters acknowledge that their experience in America is second rate. Identifying with the American culture, unfortunately, is not enough to have the ideal American experience, identity, and existence.

d.

A question that resonated throughout the course of the movie was whether or not the second generation felt any obligation to the first generation –the parents- to succeed and achieve the American dream. The movie made me feel very guilty as I watched the parents toil from early in the day until the late hours. Yet the children showed both appreciation and disregard for what their parents did. A clear theme that was prevalent was that the parents were willing to sacrifice their well being for the sake of their children achieving success and having a better life than they did. But did their children necessarily wish to reciprocate this easier way of life?  Certainly, their upbringing was not one that was enviable. Nonetheless, were they in a way taking the better lifestyle they have, compared to their parents’, for granted?

Response to My American Girls

The documentary, My American Girls, focuses on the lives of the Ortiz family residing in Sunset Park, Brooklyn. It provides an insightful window into the lives of this family and the difficulties they face. This is a reflection of the lives of many immigrant families throughout New York City. The community and the environment play a vital role in the development of the children within the family.

The neighborhood and community supported the Ortiz family, but at times it also affected their lives negatively. The support the Ortiz family receives from their community is evident in their weekly barbeques and events where their friends and family congregate to celebrate and dance like they did back in their native home in Puerto Rico. Monica’s surprise graduation party is another example of the community’s support. The neighborhood the Ortiz family resides permits their children to be more in touch with their ethnic roots but because it is a less affluent part of the city, as Sandra complains one night while accompanying her daughter back home because of unsafe conditions, the police are less inclined to enforce the law there. This issue of safety is one that usually comes with living in a neighborhood with working-class immigrants.

Mayra and Aida were more inclined to participate in neighborhood events than focus on her studies. They represent the challenges children of immigrants face in America. They are more in touch with their Puerto Rican roots, but as a result are much more detached from the social standards in America. Monica is the most Americanized of the three daughters in terms of culture and social standards. She moves into the city and attempts to “draw a line” between her life and her family’s. However, we see that because she conforms to American social standards, she appears to be the most successful of the three daughters academically, socially, and financially. In terms of upward mobility, she moves to a much more affluent neighborhood of the city. So does this mean that assimilation to traditional American standards results in natural upward mobility for immigrants or children of immigrants?

In the video, the daughters in the Ortiz family lived in a house with their extended family. The basement, first floor, second floor, and the third floor are all partitioned to families within their family (i.e. the Ortiz family that was interviewed lives on the third floor). This is a characteristic of Sunset Park that Min Zhou describes in her writings, but instead of one family renting parts of the house out to others, the Ortiz family was large enough to all find work and pay for the house this way. Min Zhou’s writing focuses on the influx of Asian immigrants. She mentions how in 1990, the neighborhood was fifty-one percent Latino, but that an increasing number of Asian immigrants were moving into Sunset Park. However, this documentary was filmed in the late 1990s and depicted the image of a still prominent Latino community within the neighborhood.

My American Girls reflects the lives of many immigrants in New York City and the difficulties they face. In this film we see the importance of culture and we also see how American culture can clash with the culture of immigrants. Even within the ethnic neighborhoods immigrants reside in and seek comfort from, there are conflicts and safety issues. The difficulties immigrants face in a new country are endless, however as in the case of the Ortiz family, some are successful in achieving their dreams, but “do the ends justify the means”?

Sunset Park Through My Eyes

Having grown up in Sunset Park, I was easily able to identify the surroundings. The parks, the houses-all areas that I have, in some way or another, passed by. Yet, it was definitely a shock to see what Sunset Park was like on the big screen, to outsiders. Most of Sunset Park is not middle class or anywhere near that strata. Sunset Park and its residents are predominately working-class immigrants and their families. Therefore, Mrs. Ortiz and her three daughters are one family amongst many others, struggling to make a better life for themselves in a strange country.

I would argue that her three daughters: Monica, the eldest, Aida, the middle child, and Mayra, the youngest, have characteristics that all define the American experience. As the film goes to show, all three sisters are very different, and yet, the same.

Monica is the epitome of the American dream: she is from a poor family who studies and works very hard, graduating from one of the best institutions in the world. Yet, she originally wants to sacrifice her happiness-acting- for a steady job as a doctor for her parents’ happiness. Monica is also the one who pushes aside, willingly or involuntarily, her Dominican heritage. As she herself and her sisters said, she doesn’t have many Latino friends. She characterizes the immigrant who wants to adopt a new identity, someone who is more American. This is part of the American experience: an immigrant or the second generation immigrant is eager to discard their old identity in favor of conforming. Monica also describes herself as a “jack of all trades, master of none” which is something a lot of young adults face nowadays in an economy that demands multiple skills.

Aida says that according to her psychology textbook, she “is the typical middle child.” As we see, she fits that description perfectly. Much of the film doesn’t focus on her problems, but rather on Monica and on Mayra. Aida struggles to get attention from her parents, who are working long hours as custodians at the hospital and at the doctor’s office. She tries to find her own independence-like many of us- by getting a job at McDonald’s. It was supposed to be a way for her to not ask her parents for money, yet she ends up getting fired because she is late too frequently. Aida is the immigrant who tries to find her identity and the teenager who is growing up and trying to get independence through his/her own means.

Mayra is the youngest child, and she is the one who is closest to her Dominican heritage. She calls herself-or her sisters do-the “ghetto Dominican.” As we see in the film, Mayra struggles in school; she hangs out on the streets with her friends and family. Her mother, Mrs. Ortiz, tries to be more involved in Mayra’s activities in school. Mayra is the one who famously dubs her house as a “hotel in the Dominican Republic.” Mayra represents the experience of the immigrant who is yet unable to cut ties to her heritage. Unlike Monica, who has few connections to her Dominican background, Mayra is immersed in it.

All three of these sisters represent the American Dream and the American Experience in some way or another. All the sisters come from humble background, but all have their heads held high: they may struggle and toil as their parents are/were, but what they will realize is that despite the work that goes into achieving a better life in America, the result will be so worth it. Eight years after the film was created, in fact, the Ortiz family opened a hotel in the Dominican Republic, which is managed by Aida. All three sisters have higher education and families of their own now. Now, that is the American experience.

Response to My American Girls

The documentary My American Girls: A Dominican Story centers on an immigrant Dominican family struggling to make a living in Brooklyn, New York. The parents, Sandra and Bautista Ortiz, are compelled to work long hours at low paying jobs in order to provide their daughters the opportunity to obtain an education and lead a comfortable lifestyle. Both Sandra and Bautista, dream of retiring and returning to their native country of the Dominican Republic. However, because their daughters desire to make the most of the opportunities available to them in New York, the Ortiz’s dream of returning with their entire family becomes unlikely. The documentary provides the audience with an insight into the life of this Dominican family and into the daily issues they face. The documentary demonstrates how both the community and neighborhood of this family plays an integral part in the development of each of their identities and aspirations.

A) The Ortiz daughters live in a five-story crowded apartment in Sunset Park, Brooklyn along with their parents, grandparents, aunts, uncles and cousins. Despite the different kinds of immigrants that reside in the surrounding area, the Dominican community of the Ortiz family manages to remain a presence in the streets of Sunset Park. Even though each of the three daughters have different mindsets and ambitions, they still retain a strong tie to their Dominican culture and community. The strong ties that the daughters have to the neighborhood can especially be seen in the way the youngest daughter, 13 year old Mayra interacts with the other kids living in the community. Because the parents are always busy working, they are unable to provide Mayra with the proper attention to make sure that she is on the right track with her school work. While her parents are out working, Mayra is out on the streets meeting up with her friends and upholding her “ghetto” reputation. In the scene where she is playing in the park with her friends, Mayra claims that she does not understand why her sisters do not spend as much time as she does having fun and fooling around with the Hispanics kids in the community. To Mayra, the Hispanic community is an fundamental part of identity. 16-year old Aida is the more mature middle child who desires to become an independent woman who does not have to rely on her family for money or protection from the violence that goes on in the community. This can be seen in the scene where her parents refuse to give her money and she decides to start working in McDonalds and in the scene where she stands up to the neighborhood kids threatening to throw eggs at her. Furthermore, 21-year old Monica is the oldest daughter. She is the example of the family, proof that being part of the lower class of Brooklyn did not impede her from graduating from Columbia University. She breaks away from the community in the sense that she moves out with her American boyfriend and focuses on finding an appropriate job to kick off her career. However, Monica keeps in mind her roots and where she came from, attending her graduation party and thanking her family and friends that supported and contributed to her college success. All through out the movie, the Ortiz’s organize community events to relieve some of the stresses the come with working and providing for their family. This can be seen in the cookout scene, where many of the Dominicans in the community gather to dance and eat Dominican food, almost as if they were still in their own country.

D)  One of the scenes that resonated with me was the scene where the daughter claimed that Mrs. Ortiz did not know sufficient English to help her with her homework. She stated that, “My mom does not know anything about Charles Dickins so how could she help me?”. In another scene, Mrs. Ortiz stated that she barely read through her daughter’s homework because she could not understand the language. In my opinion, both of them are just giving excuses to Mayra ‘s poor grades. Sure Mrs. Ortiz has a point when she says that she cannot read through the homework, but if she was a strong enough disciplinarian, setting stricter consequences for her daughter, perhaps Mayra’s performance at school would improve. Even though she cannot read through the material, can’t she at least make sure that her daughter completed an appropriate amount of work? I say this because growing up my mom did not understand much English either, however she was always there asking me how I was doing at school, and asking me to explain some of the material so she can help me with it. She enabled my brother, who is now studying at Harvard, and I to rise above the Hispanic stereotype and obtain a college education. It just pains me when I see other Hispanics being stereotyped by other people who think that Hispanics cannot progress in their careers. It pains me even more when I see Hispanics contributing to these stereotypes with excuses such as “well I cannot understand the language so how can I help my daughter with her school work?” I just think that anything is possible with the proper amount of effort, and it made me happy to see 21-year old Monica being proof that the stereotypes associated with Hispanics are not for all true for all Hispanics individuals.

 

Response to “My American Girls: A Dominican Story”

The film My American Girls: A Dominican Story delves into the lives of two immigrants from the Dominican Republic and their three daughters, Monica, Aida, and Mayra Ortiz, who are growing up in Sunset Park, Brooklyn, in the late 1990’s.  Each daughter stands apart as an individual, with different attitudes and approaches to life.

Monica, the eldest of three girls, comes to closest to achieving a version of the “American Dream,” in terms of education, her lifestyle, and the people she associates with. Despite having to struggle in search of a quiet place to study, Monica was able to achieve an enormous victory: admission to the highly competitive Colombia University—a school that even non-first generation students, with better opportunities, are routinely rejected from. With a degree and a job (first as a website designer, then as an actress) that produced an income that sustained an adequate lifestyle, Monica appeared well on her way to achieving the American Dream—if not only from an immigrant perspective.

However, the most telling aspect of Monica’s success lies not in her education and lifestyle, but in whom she associated with. Throughout the film, Monica reiterated that she came to associate with the white demographic after attending so many years of private school; the majority of her friends were white, as was her boyfriend. Though there are varied definitions of the “American Dream,” many include assimilation to mainstream society as cornerstone of achieving the Dream. Though the five boroughs, including Brooklyn itself, are diverse, it can be argued that the upper stratum of society is disproportionately composed of whites. By assimilating with whites and otherwise upwardly mobile individuals, Monica gained acceptance as an American.

Aida and Mayra, by contrast, experienced life as the children of two immigrants quite differently from Monica. Seemingly lacking Monica’s ambition and drive, the other Ortiz sisters struggled to cope with various aspects of life. Aida, well aware of her parents’ struggle to make ends meet, was motivated enough to go to classes and make a sincere effort in furthering her education; she even temporarily held down a job at a fast food chain to make some extra money. However, Aida seemed content with doing the minimum required to get by. Aida’s identity as an American resembles those who utilize the resources offered to them (i.e. education, ability to get a job), but do not fully capitalize on said resources—perhaps leaving them with a blue-collar job, at best.

Mayra is the polar opposite of Monica—she is rebellious in every sense of the word and disregards the pleas of her parents to work hard in school and limit time spent socializing with friends and family. Failing multiple classes, Mayra represents the American-born child of immigrants that does not take advantage of the opportunities offered to her. She is young and naïve; and has yet to acknowledge her parents’ suffering for her benefit. She, like her sister Aida, identifies more with Dominican and Hispanic culture; her failure to even attempt to assimilate to American society is reflected in her rebellious behavior.

This film left me with many questions, specifically regarding Monica. After experiencing so much success in Colombia U, and securing the dream of so many students (i.e. a well-paying job as a web designer) why did she decide to give it all up to pursue acting? Could her decision have anything to do with the expectations of her culture? Is education not as emphasized in Hispanic culture? Are the expectations more to “follow your dream,” and actively pursue what makes you happy, rather than a more “practical,” secure job, such as a computer programmer, as Monica was before?

South Asians in NYC

The reading Deepening Roots and Creating Space: Building a Better future for New York’s South Asians  discusses a study that was done by Chhaya Community Development Corporation and DataCenter to uncover the underlying causes of the many of the complaints held by South Asian descent in New York City. The study’s aim was to create more stable communities by granting the individuals of neighborhoods such as Jackson Heights the opportunity to voice their experiences and concerns regarding their housing and community needs. The CChaya Community Development partnered with DataCenter, a national research and training organization for social justice movements to study marginalized communities and help uncover knowledge in order develop community leadership and power and inspire change within the community.

The South Asian population, like the Latino population, is one of the fastest growing ethnic population in New York City, with an over 159% increase in it population since 1990. What caught my attention while reading this study is the comparisons that can be made between the South Asian population and the Latino population, particularly in the sorts of struggles they currently face. Like the latino population, the South Asian population was also hard hit by the economy. Many South Asians have been forced to live in overcrowded conditions due to the many barriers that prevent them from economic mobility, namely the limited English proficiency of 60% of South Asians, a statistic that has decreased in the years 2007 -2010.  A major concern of the South Asian community is the struggle to find adequate jobs. In contrast to Latinos, 47% of South Asians have college degrees. However, the concern for South Asians is finding professional jobs in their field, with only 8% having jobs in their field of expertise. This obstacle is made even more difficult by the fact that many of the jobs available to them do not accept degrees obtained outside the United States.  Furthermore, another major concern is the struggle to find affordable housing. Even with housing, issues such as lack of heating, lack of leases and discrimination by landlords are still prevalent.

The study presents possible solutions to many of the problems currently faced by South Asians. The reading states that programs can be implemented to teach individuals with limited English proficiency the language and thus aid them in finding jobs. In addition, job training programs can also be implemented to provide individuals with the skills needed to excel at these jobs. Certification programs can also be created to allow South Asians to make use of degrees obtained in their countries of origin. Also, legalizing illegally converted homes can also benefit the South Asian population by raising the property value, allowing them to benefit from supplemental income  and in the process, creating affordable homes for large families.

On a personal note, one of the issues discussed in this reading that caught my interest was the struggle South Asians face of finding a job in their filed that accepts degrees obtained in a different country. Prior to starting at Queens college. My parents had always discussed the possibility of me starting college in Costa Rica. The college education in Costa Rica is said to be very good, and I entertained the idea for a while, thinking that perhaps I can move back to the United States once I graduate from college and obtain a job here. It was interesting to find out that maybe that plan might not have worked out because of some jobs refusing to accept those degrees. It was also interesting to read about Jackson Heights from the point of view of South Asians, with many of them embracing the diversity and others feeling isolated. Perhaps other programs can be implemented to make sure that the South Asian and White or Latino community becomes more integrated in order to minimize such feelings of isolation.