We test the relationship between historical immigration to the United States and political ideology today. We hypothesize that European immigrants brought with them their preferences for the welfare state, and that this had a long-lasting effect on the political ideology of US born individuals. Our analysis proceeds in three steps. First, we document that the historical presence of European immigrants is associated with a more liberal political ideology and with stronger preferences for redistribution among US born individuals today. Next, we show that this correlation is not driven by the characteristics of the counties where immigrants settled or other specific, socioeconomic immigrants' traits. Finally, we conjecture and provide evidence that immigrants brought with them their preferences for the welfare state from their countries of origin. Consistent with the hypothesis that immigration left its footprint on American ideology via cultural transmission from immigrants to natives, we show that our results are stronger when inter-group contact between natives and immigrants, measured with either intermarriage or residential integration, was higher. Our findings also indicate that immigrants influenced American political ideology during one of the largest episodes of redistribution in US history - the New Deal -- and that such effects persisted after the initial shock.

This book is guided through the powerful ideological frameworks of culture and social reproduction and looks specifically to the role of schooling as a vehicle for catalysing change.

Systems of state education are a crucial means for realizing the state’s focal aspiration of guaranteeing solidarity and civil loyalty (Van Kemenade, 1985 pp. 854ff. ). The means at hand include the state’s structuring and organization of schooling, determination of what education is compulsory, examinations that decide admittance to institutions of secondary and tertiary education, the design of educational aids, curricula, textbooks, didactic methods, and the general distribution of resources to schools. A further apparatus is that of teacher education and the regulations for appointment to the schools and remuneration (van Kemenade, 1985, p. 850). There are indications that the issue of equality and equity for all in education is a dilemma prevalent in systems of state education, among others, because the advancement of equity is liable to interfere with the state’s main goal. It is highly likely that the failing does not derive from contingent misund- standings, but rather from systemic contradictions. With this in mind, this book suggests a broad-spectrum approach to understanding how state education gets done, so to speak, and what in the process seems to obstruct impartiality. The case that I will examine is that of the state system of education in Israel. Underlying the study is the sociological assumption that an analysis of how one state system works is likely to bear a message that can be generalized.

This book presents a detailed account of relations between the indigenous French population and immigrant workers and their families of non-French origin.

Nguyen focuses on the connections between immigrant youth and the role that schools function in shaping their citizenship. Drawing on data from an ethnographic study that took place in an urban high school, Nguyen examines the processes that recent immigrant youth underwent as they transitioned to their new school contexts and engaged with issues of race, ethnicity, culture, gender, language, and citizenship. Findings help to illuminate how immigrant youth constructed meaningful citizenship and forged a sense of belonging while other social processes OCo cultural maintenance, racialization, assimilative ideology, and exclusionary practices OCo were acting on them."

Winner, 2023 Joseph Fletcher Prize for Best Edited Book in Historical International Relations, History Section, International Studies Association Ideology drives American foreign policy in ways seen and unseen. Racialized notions of subjecthood and civilization underlay the political revolution of eighteenth-century white colonizers; neoconservatism, neoliberalism, and unilateralism propelled the post–Cold War United States to unleash catastrophe in the Middle East. Ideologies order and explain the world, project the illusion of controllable outcomes, and often explain success and failure. How does the history of U.S. foreign relations appear differently when viewed through the lens of ideology? This book explores the ideological landscape of international relations from the colonial era to the present. Contributors examine ideologies developed to justify—or resist—white settler colonialism and free-trade imperialism, and they discuss the role of nationalism in immigration policy. The book reveals new insights on the role of ideas at the intersection of U.S. foreign and domestic policy and politics. It shows how the ideals coded as “civilization,” “freedom,” and “democracy” legitimized U.S. military interventions and enabled foreign leaders to turn American power to their benefit. The book traces the ideological struggle over competing visions of democracy and of American democracy’s place in the world and in history. It highlights sources beyond the realm of traditional diplomatic history, including nonstate actors and historically marginalized voices. Featuring the foremost specialists as well as rising stars, this book offers a foundational statement on the intellectual history of U.S. foreign policy.