American Immigrant Literature has expanded my perception of American history and culture.  Previous idealistic theories of a John Wayne type philosophy (i.e., America is perfect, justice always prevails, and the good guy always rises to the top) have been replaced with more realistic ideals. The variance between immigrant and minority literature is very distinct, but it is clear that some ethnic groups fall somewhere in-between the contrasting landscape of American culture.  Our world consists of many shades of gray.  There is a rumbling sensitivity in American society regarding discussion of the sensitive issues concerning race and status.  This is expressed in a "we" versus "them" language in the immigrant / minority narrative. 

This course of study was structured in such a fashion that supported the organization of immigrant, minority and those in-between in a very clear and thoughtful format.  The various ethnic sub-groups were aggregated within a larger cultural landscape which encouraged focus and study on the commonalities of American life that meshed the themes collectively.  Stories of oppression and bigotry explained that “America the beautiful” is not without sin as to its treatment and intolerance towards cultures that differ from the dominant white foundation.  This is evidenced with the blanketing of American Indian culture by Puritans who were declared the founders of America, and African American pre-civil war forced immigration.  Puritan culture sets the tone for expected behavior and attitudes for successful immigrant assimilation.  But, America is also the place where dreams can come true and freedom can be realized, such as Cuban and model Chinese immigrants who migrated to America to escape poverty and despair in their native lands. 

Through conscientious analysis of a selection of narratives, this essay will attempt to capture some of the multicultural mosaic attributes of immigrant, minority and those in-between characters whose experiences account for the vast diversity and constantly changing American society.

In the narrative, The English Lesson, by Nicholasa Mohr, a wide variety of immigrant experience is described.  Susan Hamma, teacher of Basic English, speaks of equality and opportunity in America and represents the typical John Wayne attitudes mentioned above as she is somewhat ambivalent towards the depth of such a diverse group of immigrant students.  Many students are learning English for realization of dreams and opportunities in American society.  They have left their Old World behind, and are trying to fit into their New World.  Language is sometimes perceived as a loss of cultural identity, but is used to adapt, advancing both social and economical status.  Lila's husband, Rudi, from Puerto Rican descent, runs a local restaurant.  Even though Rudi maintains a traditional method of gender structure within his intimate home life by dismissing his wife's scholarly ambitions, Lila is representative of striving towards a successful assimilation by advancing her education through language.  Although another Dominican student in the English class is insistent on holding on to his native culture, he makes it clear he is only in America for economical reasons.  It is clear that Lila is leaning towards a successful transitional experience.

In Going Home, Brooklyn revisited, by Barbara Grizzuti Harrison, a third generation Italian immigrant describes the "they" versus "we" attitude of American dominant society in a very non-fictional style.  The narrative includes descriptions of racial tensions experienced in a Bensonhurst high school.  The blending of third generation Italian immigrants and African American minorities creates a scenario that heightens emotions and exposes sub-cultures in America.  The Bensonhurst neighborhood becomes coveted geography that Italians feel is theirs to defend by Harrison’s description of "third generation Italians for who the ownership of a little bit of land represents the attainment of the highest moral ethical ideal."  Because students were bussed in from Harlem, Italian immigrants feel threatened and protective of their territory.  It is the moral fiber and proof of their struggle to assimilate in the New World.  Although Harrison asserts the marginalization of Italian Americans by writing of societal perceptions that "Jews were smart, Italians were dumb," "social contracts" maintained that immigrants associated more with the dominant white immigrant model because racial and cultural differences existed towards African Americans, who were feared because they were unfamiliar and resistant to the dominant white society.  Discrimination is created from societal fears and was also prevalent in a historical context in our American history, especially during the early 1900’s with fears of miscegenation on the rise.  Harrison describes third generation Italian Americans as proud of their accomplishments and unwilling to taint their "blood-colored" dreams with the possibility of African Americans who may upset their successful structure.  The "Gees" or hoods were preferred over African Americans because they "belonged to her."  She could not "hate what was familiar."  Because they felt, as descendants from Italian immigrants who climbed the ladder of success, their hard-earned economical advantage was threatened by the perceived invasion of African Americans in their comfort zone.

James Baldwin also speaks to the distinctions between immigrant and minority experience with his narrative, No Name in the Street.   There exists a hopeless despair in his personal experience with the death of Martin Luther King.  Baldwin, who is successful in material endeavors, is frustrated with the political and economical status of the African American race during turbulent 1960's America.  African Americans are descendents of forced immigration and slavery, and this involuntary predicament challenges typical immigrant assimilation and encourages an ethnic identity crisis. 

African American literature falls within the minority narrative because a successful assimilation is tainted by a resistance to forego ethnic identity in order to mesh seamlessly with the dominant culture.  On the other hand, due to segregation and oppression by white European immigrant descendants, African Americans are faced with unique obstacles.  They did not fit into the dominant white culture ideal and often were a representation of former slave-owner descendent guilt.  If fact, Baldwin alludes to the black dilemma when he writes of his dispute with a boyhood friend on the politics of the Vietnam War.  Baldwin describes the war as "aiding the slave master to enslave yet more millions of black people."  Whereas, the dominant culture felt that freedom was acquired simply by escape from the Old World, Baldwin describes freedom as "taken, not given" for African Americans. Although Baldwin's MLK blood tainted suit fit his friend well, and they both shared an oppressed upbringing in Harlem, there was a difference and a shared disappointment between them.  Baldwin felt that "Martin died for an America that did not care," and that his friend was oblivious to the sacrifice his freedom cost.  His friend was accepting of his economical dilemma and comfortable with his "untouched" mainstream life.  Further, there is an element that alludes to the sensitivity of minority issues and the friend's naivety when Baldwin writes that "one scarcely dared expect anything from the great, vast, blank generality."  Fitting into mainstream society was definitely an ideal that Baldwin rejected, and this feeling places his story in the minority narrative. 

In The Lesson, by Toni Cade Bambara, the minority narrative is further explored when a group of poor African American children were subjected to a "lesson on money" at F.A.O. Schwarz toy store in New York City by their teacher, Ms. Moore.  Ms. Moore, who by all accounts is successfully educated, holds tight to her ethnic identity.  Although the children feel out of place in the overpriced toy store, Ms. Moore exposes her students to societal injustice when she declares, "imagine for a minute what kind of society it is in which some people can spend on a toy what it would cost to feed a family of six or seven."  One of the students, Sugar, questions that an "equal chance to pursue happiness means an equal crack at the dough, don't it?"  I see her friend Sylvia as similar to the Baldwin character because of their shared resistance to assimilation.  They are attempting to right the wrongs of American culture by fighting the obvious injustices.  With the recent Hurricane Katrina disaster in New Orleans, it is obvious that poverty, economic decline and oppression are still prevalent to our American landscape.  Poverty stricken African Americans living in New Orleans were exposed to the world on national television.  Issues of color and race resurged when Mayor Ray Nagin promised to make New Orleans a "chocolate city once again."  In this sense, the minority narrative will continue to play an important role in understanding the obstacles and issues of color still facing present day society.  There is a stark contrast between the realized dreams of the dominant culture whose education and individual rights are obtainable compared to a minority culture whose lack of education and impoverished economical situation may not be obtained as effortlessly.

Between black and white cultures, a brown vein exists in American culture that is continually expanding.  Hispanic Americans, who originally inhabited much of what is now known as the southwestern United States, did not have to cross oceans to immigrate to America.  Their situation is very unique because of their proximity to a homeland that is connected to the United States, potentially hindering their successful assimilation.  Close proximity to native cultures and historical exploitation ensures that new identities are less likely.  European immigrants could not retreat to their native land so easily or economically.  Similar to American Indians, Mexican Americans were overtaken by the white dominant society who defeated Poncho Villa; but, because of increased demographic populations and embracement of cultural heritage, Hispanic groups contribute yet another multi-faceted layer to the changing face of American society.

In her narrative, Silent Dancing, Judith Ortiz Cofer is haunted by memories of her childhood, where she lived a "beehive life" in El Building with her family in what used to be the dwelling of Jewish immigrants.  The thin walls of the old apartment building provided the narrator's mother an opportunity to be "surrounded by her language."  This clinging to native language and culture speaks to the non-assimilation of Hispanic American immigrants.  Hector, a character in Oscar Hijuelos, Visitors, also longs to hold onto his Cuban heritage.  Hector "was sick at heart for being so Americanized which he equated with fearful and lonely."  Ordinary Hershey's syrup and milk tasted magical with the spice of Cuba, but was just chocolate and milk in America.  This reluctance to assimilate solidifies the marked variation between the European immigrant and the forced African American immigrant narrative.  Hispanic literature expresses the hopes and fears of those cultures that live on the outskirts and in-between mainstream ideals.  Often, the unease and color issues associated with the Hispanic narrative are indicative of minority narratives because there is a resistance to assimilate and a shared discrimination.  However, similar to European immigrants, Hispanic Americans immigrated to America to realize dreams and be afforded opportunities for economical gain. 

            In Tino Villanueva’s poem, Haciendo Apenas la RecolecciÓn, the in-between state of Hispanic identity is further revealed as American dream versus American nightmare.  With the historical considerations of an under-privileged childhood, Villanueva is unwilling to move far from the past that haunts him.  This scenario is similar to Maxine Hong Kingston's references to “ghost.”  The reluctance to move from ones history prohibits seamless immigrant assimilation such as was the case with European immigrants.  Acceptance versus rejection by mainstream society in the immigrant and minority narrative constitutes a major incentive towards successful adaptation and also marks the distinction of minority and those who fall somewhere in-between.  Whereas Villanueva recalls the memories of his past, he has struggled to move forward from them by obtaining his education and becoming a model citizen.  His despair is not hopeless as Baldwin’s narrative, where a strong resistance exists in meshing with mainstream society.  The future of the minority narrative appears unpromising and unfulfilled in this context.

            In the words of Villanueva, “always I am history I must wake to.”  The history and foundation of American culture was originally assembled by the immigration of  European immigrants to this land of dreams and opportunity.  The forced immigration of African Americans found in the minority narrative reflect despair and disappointment, and the migration of Hispanics to America reflects a new “in-between” society where cultural identity has been re-defined, but not forgotten.  The common thread of minority, immigrant and those in-between narratives is that all parties are searching for the strength and fortitude to fulfill their dreams and expectations in America, to express themselves freely in America, and to make some sense of this melting pot we call America a home.  After all, America is in the Heart, and in the words of Carlos Bulosan, it is the faith that “paved my way out of our small harsh life, painfully but cleanly, into a world of strange intellectual adventures and self-fulfillment.”  It is the spirit of human survival that these narratives have in common, that fragile yet unbreakable spirit with blood pumping heart that provides the necessary light to see all of the beautiful colors of the "kaleidoscope” that is America. [PJ]