Cherie Correa

Part 2: Long Essay

            Focusing on the similarities and differences of the immigrant and minority narratives is a very logical way to organize multicultural literature because the groups represented by these stories are the reason for the United States being a multicultural “melting pot.” Understanding the distinction and overlap between the two types of narratives is important because it can help people who are part of the dominant culture, like me, to understand immigrants’ and minorities’ points of view, as well as their willingness or resistance to assimilate to the dominant culture in America.

            Seeing as most of the people who are now part of the dominant culture probably come from families that can be traced back to immigrants from various countries, understanding the components of the immigrant narrative can be very beneficial when trying to relate to America’s diverse population. In reference to Objective 1, connecting the immigrant narrative to the American Dream narrative, one will find that many immigrant narratives involve pursuing the American Dream. Many immigrants want to be successful, have a family, own a house, car, etc. For example, in “The English Lesson,” written by Nicholasa Mohr, everyone in the English class discusses how they want to learn English, so they can do better for themselves. Diego is the only one who is not interested in staying in America, but everyone else wants better jobs in America, and they realize they need to know English to continue pursuing the American Dream.

            Another key aspect of the immigrant narrative that also applies to “The English Lesson” is that the characters in the class are more willing to assimilate and do better in America because they are immigrants who chose to come to America for the chance of having a better life. They are willing to abide by the social contract of the American Dream because they want to be accepted. By wanting to have a better, American life, the immigrant narrative is often full of hope, as is the case with almost everyone in the class. They all have an abundance of hope, and they expect to make their lives better in the United States.

            Another concept that is associated with the American Dream aspect of the immigrant narrative comes from Objective 2: “The Model Minority.” This is sometimes found in immigrant narratives where immigrants seem to successfully achieve the American Dream, assimilating enough to be accepted, yet still maintaining aspects of their original culture. Currently, Asian-Americans are often referred to as the Model Minority, and the Chang's in Gish Jen’s “In the American Society” are a perfect example of this term. This family is very successful; they “got rich right away” (IA 158). Mrs. Chang wants to assimilate more by joining the country club (159), but Mr. Chang is not concerned with that. He does not want to change his ways; his wife often comments that he still thinks and runs the business as if he is still in China (158).  The “Model Minority” concept is important to immigrant literature because it provides a basis for people to understand where many stereotypes about immigrant groups originate, such as “Asian children are smart, good students.”

            In reference to Objective 3, comparing and contrasting immigrant and minority narratives, in contrast to immigrant narratives, people in minority narratives, in general, might be less willing to assimilate because they did not choose be in the situation they find themselves in this country. For example, African Americans were brought to this country by force originally, so they could be slaves. Once they were in America, they were oppressed, so their descendants may feel no need to abide by the social contract of assimilating and following the American Dream. Instead, some try to keep to themselves, rather than assimilating. Native Americans also may not want to assimilate or follow a social contract because they were invaded by “Americans,” and their land and culture has almost disappeared as a result.

            A wonderful example of the previously mentioned characteristics of minorities is found in “I Have Not Signed a Treaty with the United States Government,” written by Chrystos. The speaker in this poem conveys the idea that no one from recent generations has made any formal agreements with the United States, and he/she rejects all aspects of America. Assimilation is resisted in the highest form; they “declare” the United States “terminated,” and tell its people to “go home” and take everything they brought with them (UA 304-305). Therefore, the speaker is also stating that no social contracts will be followed, which is a result of not assimilating. This idea is portrayed by the immensely strong statement, “We revoke your immigration papers   your assimilation soap suds…” (305).

            Another example of a minority narrative that shows resistance to assimilation is Leslie Marmon Silko’s “The Man to Send Rain Clouds.” In this story, a Native American group shows their resistance to assimilation when Teofilo dies. They keep his death from the American priest, so they can bury him according to their own cultural beliefs and practices. However this group of people is different than the one that was mentioned in the previous poem because these people do not completely resist assimilation. When they are burying Teofilo, they decide to incorporate Holy Water but with a different purpose than when it is used in Christianity. They wanted it to be used, so Teofilo would not be thirsty. They only assimilate to aspects of the dominant culture that they like.

            Even though this Native American group resists assimilation, the tone of this story is different than most minority narratives when referring to this topic. “The Man to Send Rain Clouds” shows that minority groups and the dominant culture can be fairly harmonious, despite the differences that exist. For example, when Leon asks Father Paul to sprinkle Holy Water over the dead body, Father Paul refuses at first by saying, “You know I can’t do that, Leon. There should have been the Last Rites and a funeral Mass at the very least” (IA 208). However, Father Paul seems to accept their cultural differences by giving in and doing as Leon has requested. This story shows the characteristics of minority narratives, but the characters display less anger and resentment than many other minority narratives.

            The final reference to Objective 3 concerns similarities between immigrant and minority narratives. The main similarity that I find interesting is that many different groups of people, immigrants and minorities alike, find themselves “between immigrant and minority patterns.” It is almost like the immigrant and minority narratives can be similar enough to blend together to make one kind of story, one that focuses on being caught between the two worlds. One group that is a perfect example of this point is Mexican Americans. Technically, they are immigrants because they were not forced to come to the United States like slaves, but the characters in the Mexican American narratives also have characteristics that are usually associated with minorities. For instance, in “Like Mexicans,” written by Gary Soto, the narrator has the immigrant quality of wanting to improve his life, which is proven when he states that he was repeatedly telling his girlfriend’s mother that he was a college student, implying that he “could take care of her daughter” (VA 304). However, the young man’s story was also similar to a minority’s because he was concerned about staying with his own kind. For all of his life, he had been told by family members to marry a Mexican girl, but he fell in love with a Japanese girl. He was concerned about her not being Mexican, until he realized she was like a Mexican in terms of social class.

            Another example of the similarity of being caught between the immigrant and minority narrative is Edwidge Danticat’s “Children of the Sea.” The young man who is on the ship that is bound for America shows the issue of being between classifications as well. He is an immigrant in the sense that he has chosen to get on the ship in hopes of having freedom and a better life than what he could have in his home country. However, his immigrant status is also similar to a minority status because the ship conditions serve as a reminder as to what slave ships might have been like. Also, his situation was also similar to a minority’s because even though some say he made the choice to board the ship, he probably felt he had no choice; it was either stay and be killed or leave and have a chance to live. This story shows that immigrants and minorities can both experience the shocking, harsh conditions in making the journey to this country. Even though immigrants choose to come to the United States, it does not mean that their journeys are any easier than what the minorities had to face.

            In conclusion, even though this class is only half finished, I have learned a substantial amount of new information. I have learned the differences, as well as the similarities between immigrant and minority narratives, which I knew nothing about before coming into this class. I did not have a background in multicultural literature, but as the class goes on, I am finding that I definitely want to broaden my experience with pieces of literature like the ones we have been reading. I have also learned that the immigrant and minority narratives are essential when it comes to understanding the United States’ collective identity because this country’s population is based on a history of immigration and minority oppression.

            Knowing about others’ experiences is a decent route for people of the dominant culture to be aware of what it could be like to be “on the other side.” I think this kind of knowledge could enable Americans to discuss race and ethnicity constructively. I think the key to this is empathy, and what better way to empathize than by imaginatively putting oneself in another’s “shoes” by reading his/her story?