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The Children of ChinatownGrowing Up Chinese American in San Francisco, 1850-1920$
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Wendy Rouse Jorae

Print publication date: 2009

Print ISBN-13: 9780807833131

Published to North Carolina Scholarship Online: July 2014

DOI: 10.5149/9780807898581_jorae

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PRINTED FROM UNIVERSITY OF NORTH CAROLINA PRESS SCHOLARSHIP ONLINE (www.northcarolina.universitypressscholarship.com). (c) Copyright University of North Carolina Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in NCSO for personal use.date: 19 September 2021

Challenging Segregation: Chinese Children at School

Challenging Segregation: Chinese Children at School

Chapter:
(p.110) 4 Challenging Segregation: Chinese Children at School
Source:
The Children of Chinatown
Author(s):

Wendy Rouse Jorae

Publisher:
University of North Carolina Press
DOI:10.5149/9780807898581_jorae.8

This chapter describes how children growing up in Chinatown and desiring an American education chose between attendance at one of the private schools or at the segregated Chinese Public School. There is an apparent curricular emphasis of both the public and the mission schools in attempting to inculcate foreign-born schoolchildren with patriotic American values. These early efforts foreshadowed twentieth-century Progressive campaigns that promoted Americanization. Chinese parents, although not opposed to American education, attempted to counter some of the negative influences of Christianization and Americanization by sending their children to Chinese-language and Chinese-culture schools in Chinatown. Most Chinese children attended both American and Chinese schools; attendance at both Chinese and American schools contributed to a feeling of dual identity common to many second-generation immigrant children.

Keywords:   Chinatown, American education, private schools, Chinese Public School, foreign-born schoolchildren, American values

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