Cultural Retentions and Black and Latino Immigrant Local Schools Engagement

• In Event: Educational Legacies and Racial Dynamics

Abstract

Immigrants in the United States, through the deliberate act of preserving their cultural heritage via the retention of indigenous names for their children, embark on a journey of cultural continuity and transmission. This commitment to cultural preservation not only nurtures a profound sense of belonging within the immigrant community but also lays the foundation for the creation of tightly-knit family units that actively contribute to local communities (Girma, 2020).

The retention of indigenous names becomes a powerful mechanism for the preservation of cultural identity within immigrant families. This preservation, we argue, extends beyond the familial context to create a supportive environment that naturally fosters active engagement in local communities. As a result, we anticipate heightened civic participation in local school affairs, where the tangible link to cultural heritage, embodied in indigenous names, acts as a dynamic catalyst for civic involvement (Housel, 2020; Olivos & Mendoza, 2010).

In essence, the preservation of cultural identity through the retention of indigenous names emerges not only as a personal endeavor but as a communal factor in shaping the fabric of immigrant societies. This cultural preservation, we contend, is not a passive act but an active contributor to civic life. The tangible link to cultural heritage, rooted in the names of their children, propels immigrants into the sphere of political advocacy within the local school district (Sue & Telles, 2007). Through this lens, our argument illuminates the transformative potential of cultural retention practices, highlighting how they intricately weave together personal identity, familial bonds, and civic engagement in a harmonious narrative of immigrant experiences. Using the 2020 Collaborative Multiracial Post-Election Study, we contrast the experiences of two communities in the United States with strong immigrant heritages – persons of Hispanic/Latino heritage and persons of African or Caribbean ancestry – to understand in what ways cultural naming practices indicate the forms of social capital within immigrant communities that leads to vital engagement in education politics and policies and ways they do not.

Hypothesis:
We hypothesize that immigrants who retain strong ties to their cultural roots through the retention of indigenous names for their children are more likely to be politically engaged and advocate for diverse perspectives within their local school district. The process of cultural retention, including the use of indigenous names, fosters a sense of identity and belonging that extends beyond the family unit to the broader community.
Specifically, we expect that immigrants who actively maintain their cultural identity will demonstrate a higher level of civic engagement within local school activities, advocate for cultural education programs and initiatives that promote inclusivity and participate actively in community initiatives aimed at fostering diversity and cultural understanding.

By examining the relationship between cultural retention practices, such as the use of indigenous names, and political engagement in local schools, we aim to contribute to the understanding of how cultural identity influences civic participation among immigrant populations. This hypothesis aligns with the broader theoretical framework that emphasizes the significance of cultural practices in shaping individuals' engagement with their communities and political advocacy within local contexts.

Girma, H. (2020). Black names, immigrant names: Navigating race and ethnicity through personal names. Journal of Black Studies, 51(1), 16-36.

Housel, D. A. (2020). Supporting the Engagement and Participation of Multicultural, Multilingual Immigrant Families in Public Education in the United States: Some Practical Strategies. School Community Journal, 30(2), 185-209.

Olivos, E. M., & Mendoza, M. (2010). Immigration and educational inequality: Examining Latino immigrant parents’ engagement in US public schools. Journal of Immigrant & Refugee Studies, 8(3), 339-357.

Sue, C. A., & Telles, E. E. (2007). Assimilation and gender in naming. American Journal of Sociology, 112(5), 1383-1415.

Authors

• Todd C. Shaw, University of South Carolina

• Kenneth C. Aba, University of South Carolina