1) They would assimilate into white mainstream middle class society and continue to gain more wealth.

2) They would assimilate into a racially stigmatized lower class and continue to become poor.

3) They may preserve their immigrant identity and still climb up the ladder or social class. (Page 4)

---------------------------------------------------------------------------------------------------------

Problems with Segmented Assimilation Theory-

1) Does not explore how second generation is assigned racial meaning. It assumes that race is operated simply as a color.

2) Gender is treated as an independent veriable and not a "central analytical focus of inquiry." 

(Page 5)

Page 1

2) Focus Groups with students from CUNY.

3)Interviews that lasted about 2 hours.

4) 6 Month observations in an Urban high school and a neighborhood high school in New York City.

(Pages 8-9)

2) Lopez used the focus groups to help provide themes and it allowed her to be able to look at different educational issues because the groups were from an urban school, CUNY.

3) Because the surveys force participants to choose from a small amount of choices they can sometimes neglect personal experiences that are important to this study. Because of this reason Lopez decided to conduct observations and interviews. She was able to collect real life experiences of the students she was studying and was able to link their experiences to the data that she had collected.

(Pages 8-9)

2. How do they experience dance and gender in everyday life?

3.How do radicalized and gendered experiences shape their perspectives?

4.How do public race-gender experiences differ from men and women?

5.How do formal and informal institutional practices within schools "race" and "gender" students?

6. What is the impact of race and gender in the work place?

7.How can we create more opportunities to help fix these inequalities in education, particularly in poor urban schools?

(Pages 5-6)

1) Race-Gender Experiences : Social experiences that happen

when men and women are in a public setting.

2) Race-Gender Outlook: Life perspectives and attitudes on how social mobility is attained.

------------------------------------------------------------------------------------------------------------------

Race-gender experience framework studies how these differences in race-gender experiences and race-gender outlook have shaped the lives of second generation immigrants. Lopez argues that these differences in education are not because men and women are different, but because they are preserved differently.

(Page 6)

- In 1990s almost twice as many African American women earned a college degree than African American males.

-In 2000 44% of Latina women graduated vs.35 % of Latino men graduated.

-In 2000 49 % of Black women graduated vs. 39% of Black men.

***Prediction: "In 2007 the gender gap will reach 2.3 million, with 9.2 million enrolled in U.S colleges compared with 6.9 million men"

-Although we are looking at her study in 2015, this prediction was extremely relevant in 2003. This was one of the main reasons why she decided to conduct this study.

Date: 07-01-2015

Class: EDGI 508

Drexel University

Barret Fabris