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.

I study the effect of taste-based discrimination on the assimilation decisions of immigrant minorities. Do discriminated minority groups increase their assimilation efforts in order to avoid discrimination and public harassment or do they become alienated and retreat in their own communities? I exploit an exogenous shock to native attitudes, anti-Germanism in the United States during World War I, to empirically identify the reactions of German immigrants to increased native hostility. I use two measures of assimilation efforts: naming patterns and petitions for naturalization. In the face of increased discrimination, Germans increase their assimilation investments by Americanizing their own and their children’s names and filing more petitions for US citizenship. These responses are stronger in states that registered higher levels of anti-German hostility, as measured by voting patterns and incidents of violence against Germans.

In response to rising immigration flows and the fear of Islamic radicalization, several Western countries have enacted policies to restrict religious expression and emphasize secularism and Western values. Despite intense public debate, there is little systematic evidence on how such policies influence the behavior of the religious minorities they target. In this paper, we use rich quantitative and qualitative data to evaluate the effects of the 2004 French headscarf ban on the socioeconomic integration of French Muslim women. We find that the law reduces the secondary educational attainment of Muslim girls and affects their trajectory in the labor market and family composition in the long run. We provide evidence that the ban operates through increased perceptions of discrimination and that it strengthens both national and religious identities.

How does the arrival of a new minority group affect the social acceptance and outcomes of existing minorities? We study this question in the context of the First Great Migration. Between 1915 and 1930, 1.5 million African Americans moved from the US South to Northern urban centers, which were home to millions of European immigrants arrived in previous decades. We formalize and empirically test the hypothesis that the inflows of Black Americans changed perceptions of outgroup distance among native-born whites, reducing the barriers to the social integration of European immigrants. Predicting Black in-migration with a version of the shift-share instrument, we find that immigrants living in areas that received more Black migrants experienced higher assimilation along a range of outcomes, such as naturalization rates and intermarriages with native-born spouses. Evidence from the historical press and patterns of heterogeneity across immigrant nationalities provide additional support to the role of shifting perceptions of the white majority.