Backlash
The Unintended Effects of Language Prohibition in U.S. Schools after World War I
Bibliographic Data
| ID | 23328367 |
|---|---|
| Authors | Vasiliki Fouka (0000-0002-5211-0805, Stanford University, corresponding author) |
| Year | 2020 |
| Volume | 87 |
| Issue | 1 |
| Pages | 204-239 |
| Publication date | 2020-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Review of Economic Studies (JOURNAL) |
| Journal identifiers | ISSN: 0034-6527 • E-ISSN: 1467-937X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/restud/rdz024 |
| OpenAlex | W2902608494 |
| Language | EN |
| Citations received | 74 |
| References cited | 74 |
Do forced assimilation policies always succeed in integrating immigrant groups? This article examines how a specific assimilation policy—language restrictions in elementary school—affects integration and identification with the host country later in life. After World War I, several U.S. states barred the German language from their schools. Affected individuals were less likely to volunteer in World War II and more likely to marry within their ethnic group and to choose decidedly German names for their offspring. Rather than facilitating the assimilation of immigrant children, the policy instigated a backlash, heightening the sense of cultural identity among the minority.
Assimilation (phonology) · Backlash · Cultural assimilation · Demographic economics · Development economics · Economics · Ethnic group · German · Immigration · Immigration policy · Linguistics · Political economy · Political science · Sociology · Unintended consequences · World War II · Diaspora, migration, transnational identity · Law · Migration, Ethnicity, and Economy · Names, Identity, and Discrimination Research
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| Unique citing works | 74 |
|---|---|
| Citations per year | 8,22 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 67 |