Backlash: The Unintended Effects of Language Prohibition in U.S. Schools after World War I

Vasiliki Fouka

The Review of Economic Studies, 2020, vol. 87, issue 1, 204-239

Abstract: Do forced assimilation policies always succeed in integrating immigrant groups? This article examines how a specific assimilation policy—language restrictions in elementary school—affects integration and identification with the host country later in life. After World War I, several U.S. states barred the German language from their schools. Affected individuals were less likely to volunteer in World War II and more likely to marry within their ethnic group and to choose decidedly German names for their offspring. Rather than facilitating the assimilation of immigrant children, the policy instigated a backlash, heightening the sense of cultural identity among the minority.

Keywords: Assimilation; Educational and language policies; Ethnicity; Cultural transmission; J15; Z13; N32; I28 (search for similar items in EconPapers)
Date: 2020
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Citations: View citations in EconPapers (61)

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Persistent link: https://EconPapers.repec.org/RePEc:oup:restud:v:87:y:2020:i:1:p:204-239.

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