Small Strangers: The Experiences of Immigrant Children in America, 1880-1925
Notice bibliographique
Résumé
Small Strangers: The Experiences of Immigrant Children in America, 1880-1925. By Melissa R. Klapper. Chicago, IL: Ivan R. Dee, 2007. 219 pages. $27.50 (hardcover). As a group that has been largely ignored by historical literature, Melissa R. Klapper has given children the chance to finally speak in Small Strangers: The Experiences of Immigrant Children in America, 1880-1925. These children, whose lives were predominantly shaped by immigration and adaptation to the United States, were part of the turn-of-the-century mass migration when nearly twenty-five million people emigrated from Mexico, Japan, Canada, and southern and eastern Europe to settle in urban areas throughout America. Their story is one of straddling two worlds: their Old World's ethnic heritage and the New World's promise of opportunity, and the challenges posed by both. Klapper takes a life-cycle approach to study how children balanced these competing worlds from childhood through adolescence. While there was no single immigrant experience, she argues that there were definite shared commonalities, including a desire for economic opportunity and the effects that Americanization had on families and ethnic traditions. Immigrant children experienced the strongest push to assimilate in the public school system, which worked to teach them how to act, speak, think, and live as Americans (47). Although parents wanted better lives for their children and saw education as a means to achieving this end, they feared that Americanization efforts would destroy their children's ethnic ties. In response, these parents worked to reinforce traditions by sending their children to language schools and emphasizing the celebration of ethnic holidays and family events. While these attempts proved successful with younger children, adolescents were more willing to turn their backs on their heritage in favor of American culture. Klapper explains that even though parents did not necessarily approve of this, they understood that this acculturation would ultimately contribute to their ethnic communities' success in America. The need for family income sometimes forced children to forgo their education in favor of wage labor, as family survival took precedence. To illustrate the importance of children's wages, Klapper refers to the example of Massachusetts lawmakers' attempt to ensure that the children working in Lowell's mills put education before work. …
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Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,029 | 0,011 |
| Communication savante | 0,005 | 0,004 |
| Science ouverte | 0,002 | 0,008 |
| Intégrité de la recherche | 0,003 | 0,008 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».