Foreign Language Curricula and the Influence of Immigrant-Origin Groups

Abstract

Despite theoretical claims that assimilation is a multidirectional process, most studies assess the behaviors of immigrants and their children. The author departs from this tradition to ask whether immigrant-origin populations influence the availability of Advanced Placement Spanish and Chinese/Japanese language courses. Building on past work, the author treats foreign language programs as a marker of institutional change and a greater acceptance of immigrant culture. County-level data are pooled from the American Community Survey, the Common Core of Data, the Voting and Elections Collection (CQ Press), and the College Board between 2000 and 2017. The results indicate that Hispanic and Chinese/Japanese populations exert an influence on school curricula, but this relation varies depending on historical patterns of immigrant settlement. The author also finds that Spanish and Asian foreign language programs are most likely to be demanded in locations with highly educated populations. This article provides evidence that mainstream institutions can move toward immigrant and minority culture.