The cultural worlds of second-generation teenagers in London and New York City (England)

Theories of ethnic assimilation have neglected a close scrutiny of culture, especially youth culture, outside of parents' ethnic influences. This dissertation analyzes the cultural worlds of children of immigrants in London and New York City, in order to assess the utility of theories of oppositional culture and downward assimilation for the second generation. Three kinds of data were collected: (1) ethnographies of multiethnic, working class schools, one in each city; (2) 120 in-depth interviews with Afro-Caribbean, and Indian youth in both cities, and Indo-Caribbeans in New York and white English youth in London; and (3) a random survey of 191 students in both schools, ages 14-17. The findings suggest that the oppositional argument of downward assimilation theory does not hold. Rather, the quest for peer status better explains youth behaviors and taste preferences. The youth in this study engage in a peer culture that emphasizes hip-hop taste preferences, authenticity, and maintaining self-pride---these are the elements of what Carter (2003) calls nondominant cultural capital (NDCC). Academic achievement does not factor into peer status. Unfortunately, adults often (mis)perceive the accoutrements of NDCC as rebellious and oppositional. However, youth culture sometimes conflicts with academic success not via oppositional intentions, but as an unintended consequence of balancing nondominant culture with dominant school norms.; The strong similarities in youth cultures between London and New York refute the argument that low-income African American peers influence the cultural worlds of second generation urban youth in the US toward an oppositional stance. They also suggest a strong global influence on youth culture, dominated today by hip-hop music and style. This dissertation also analyzes ethnic and gender differences, and the role of black identities given the globalization of hip-hop culture, which has (African American) black roots.; The findings of this research suggest that oppositional explanations for underachievement are not valid. Hence, other explanations are needed. In terms of the study of assimilation, the study of culture should extend beyond ethnic culture, and recognize the role of globalization in influencing cultural assimilation. Finally, the findings suggest that school structures can influence the degree to which ethnic groups integrate or maintain ethnic and racial boundaries.