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Napa, CA.

Los Haro, Zac.

Research Questions Participants and Site Methodology and Analysis Results Implications and Future Research

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How do youth experience transnationalism?

What are the transnational impacts of youth ages 10-15 who have identity anchors in 2 different settings?

What role does transnationalism play in the ethnic identity development of youth ages 10-15 who participate in transnational activities?

Transnationalism embodies various systems of relationship that span two or more nations, including sustained and meaningful flows of people, money, labor, goods, information, advice, care, and love; in addition, system of power (i.e. patriarchy, Westernism) can be created or reinforced in this process (Sanchez, 2004).

Guarnizo (1998), Goldring (2002), Sanchez (2007), Smith (2006) and Portes (1996).

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Saint Helena, California in Napa Valley› Rural agricultural region of 6,000 occupants as of 2000› White (82%) and Hispanic (28%)› Approximately 1,000 immigrants from Los Haro and

Jerez, Mexico (Nichols, 2006)

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5 youth participants› 4 females, 1 male› Age range 10-15 years old› 4 U.S. born, 1 Mexican born› All are American Citizens› 4 second generation, 1 third generation› 1 had never traveled to Mexico

General/Background Information› On average youth travel to Mexico once a year for 2-4

weeks at a time.› Youth consider Los Haro part of their extended community.› Youth wish they could travel to Los Haro more often.› Youth maintain weekly contact with family and friends in

Mexico.

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Interviews with youth, parents and members of the group of support for Los Haro

Youth were surveyed before their participation in the workshop.

Digital story software (Photo Story 3) was used as a tool for research collection.

I observed and engaged youth in group discussions (semi-structured focus groups) during the digital story workshop.

All discussion sessions and interviews were digitally recorded and transcribed verbatim.

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Participatory Analysis: The youth’s digital stories served as artifacts to be

analyzed by the youth and research team in a participatory analysis session.

• Participatory analysis session was digitally recorded, transcriptions were read and examined for common themes.

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Cultural Significance Not just a summer vacation Time to reconnect with home land and family Shifting between social classes

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Ethnic Identity Impacts Youth expressed feeling more American when in

Mexico and more Mexican in the U.S. Increased knowledge about family and cultural

heritage Developed empathy and understanding for their

parents

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Cultural Political Significance Digital story activity gave youth a space to think

about, develop and express their ideas about important issues.

Youth are conscious about immigration issues. Youth are perceptive to issues of inequality and

racism.

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Transnational youth are a resource to their schools and communities. “Transnational children and youth are the smallest global citizens who could become our best teachers of globalization” (Sanchez, 2007).

Participating in transnationalism can allow youth to explore and achieve ethnic identity which may build self-esteem (Phinney, 1989).

The transnational experience of youth is a learning experience. Helps develop “cultural flexibility and acquire “funds of knowledge” (Sanchez, 2007,Gonzalez, 2005 )

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Future research should explore:

The long term impacts transnationalism has on the development of ethnic/cultural identity

Whether the 2nd and 3rd generation will continue their involvement and connections to their parent’s homeland in Mexico

Will transnational youth be more politically active as adults than Mexican-Americans who do not participate in transnational activities?

Levitt, P., & Glick Schiller, N., 2004.

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THANK YOU!

Marisela Rodriguezmrrrodri@ucdavis.eduUniversity of California, DavisCommunity and Regional Development

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