Includes bibliographical references (pages 267-282) and index.
Contents
Implicit Purity in Linguistic and Racial Categories -- Acculturation among Children of the New Immigration -- Agency vs. Structural Constraint in Identity Enactment -- Community, Field Site, Methods, and Principal Subjects -- The Providence Dominican Community -- Central High School -- Methods and Data -- Introducing the Six Principal Subjects -- Linguistic Resources of Dominican Americans -- The Multi-variety and Hybrid Linguistic Repertoire -- Dominican Spanish -- Use of Forms Associated with AAVE -- Spanish-English Language Contact Phenomena -- Multiply Determined/Convergent Features -- Dominican American Code Switching -- Second Generation Identities and Language in a Racialized America -- Becoming Non-White "Minorities" -- Solidarity with Other Non-White Americans -- Relating Language to Power Inequality -- Local Understandings of "Black" and "White" Language -- Use of Marked "Black" and "White" English -- Linguistic Solidarity and Ascription of Racial Identity -- Spanish as Resistance to Phenotype-based Racialization -- Intragroup and Contextual Variation -- Code Switching in a Multivariety Setting -- Unmarked Code Switching and Identities -- Dominican American Understandings of Race and Social Identity -- Dominican American Notions of Race/Ethnicity -- Second Generation African-descent Identities in the U.S. -- Race and Identity in the Dominican Republic -- Generational Differences in Racial Understandings -- Generational Attitudes toward Black and White Americans -- Dominican American Ways of Seeing Phenotype.