Paper Sons and Daughters

Introduction and Historical Context

Disclaimer: The experiences of paper sons and daughters varied greatly depending on individual circumstances, family connections, and the specific immigration officials they encountered. This lesson provides a general overview of the phenomenon and may make generalizations for the sake of clarity and conciseness.

Introduction

The term "paper sons and daughters" refers to a unique and complex chapter in American immigration history. During the era of the Chinese Exclusion Act (1882-1943), which severely restricted Chinese immigration to the United States, many Chinese individuals sought alternative ways to enter the country. One common method involved utilizing fraudulent documents to claim familial relationships with Chinese American citizens, creating a system of "paper kinship." This lesson explores the history of paper sons and daughters, the challenges they faced, and the lasting impact this practice has had on Chinese American families and communities.

History and Details

The Chinese Exclusion Act of 1882 was a landmark piece of legislation that marked a turning point in U.S. immigration policy. It was the first law to explicitly exclude a specific ethnic group from entering the country, reflecting the growing anti-Chinese sentiment prevalent in the late 19th century. The act barred Chinese laborers from immigrating and denied citizenship to those already residing in the U.S.

Chinese Exclusion Act document: https://www.archives.gov/milestone-documents/chinese-exclusion-act

The exclusion act created a significant obstacle for Chinese individuals who sought to reunite with family members or pursue opportunities in America. In response, a system of "paper kinship" emerged, where Chinese Americans would claim to have children born in China. These "paper sons and daughters" would then use these fraudulent documents to gain entry into the U.S.

Angel Island Immigration Station, located in San Francisco Bay, became a central processing point for Chinese immigrants, including paper sons and daughters. Immigrants often faced lengthy detentions and interrogations, where officials meticulously scrutinized their documents and questioned them about their family histories and villages in China. These interrogations were designed to expose inconsistencies and identify fraudulent claims.

Angel Island Immigration Station: https://www.britannica.com/topic/Angel-Island-Immigration-Station

Many paper sons and daughters were forced to memorize elaborate family histories and village details, known as "coaching papers," to prepare for these interrogations. The fear of deportation and separation from loved ones loomed over them throughout this process. Despite the risks, many successfully navigated the system and established new lives in the U.S.

Video

Key Points:

• The Chinese Exclusion Act forced many Chinese immigrants to make difficult choices to enter the United States.

• The "paper son" system involved immigrants buying papers from a Chinese American citizen who agreed to pretend to be the immigrant's relative.

• Many otherwise law-abiding Chinese Americans aided Chinese immigrants entering under the “paper son” system.

• The video highlights the moral dilemmas faced by both immigrants and those who helped them.

• It emphasizes the resilience and determination of Chinese immigrants seeking a better life in America.

Additional Reading

https://www.facinghistory.org/resource-library/paper-sons-daughters-complexity-choices-during-exclusion-era

Study Guide:

• The Chinese Exclusion Act (1882-1943): This act marked a turning point in US immigration history. It was the first law in the United States to specifically ban an ethnic group from immigrating to the country. The act banned Chinese laborers from immigrating to the US and denied citizenship to Chinese immigrants already living in the country. This act arose from a period of intense anti-Chinese sentiment in the US, fueled by economic anxieties and racist beliefs about Chinese immigrants.

• The "Paper Son" System: The Chinese Exclusion Act created a huge demand for ways to circumvent the law. The "paper son" system emerged as a result of the act, enabling Chinese people to immigrate to the United States despite the restrictions. Chinese Americans would falsely claim to have children born in China, creating "paper sons" and "paper daughters.” These "paper children" would then use these fabricated documents to enter the US.

• How It Worked: The system relied on the fact that immediate family members of US citizens could still enter the country. “Paper children” would purchase documentation from Chinese American citizens who would pretend to be their relatives. To make this system work, intricate networks and relationships within the Chinese American community developed.

• Angel Island Immigration Station: This immigration station located in San Francisco Bay was a primary entry point for Chinese immigrants, including those who entered as “paper sons” and “paper daughters”. To uncover fraudulent cases, authorities at Angel Island subjected immigrants to intense scrutiny, including lengthy detentions and interrogations. Authorities would examine documents closely and asked detailed questions about their supposed families and villages in China.

• "Coaching Papers": To prepare for these interrogations, many paper sons and daughters relied on "coaching papers”. These papers contained detailed information about the families and villages they were claiming to be from. The process of memorizing these details highlights the immense pressure and risk immigrants faced as they tried to navigate the immigration system.

• Ethical Dilemmas and Moral Justifications: While the “paper son” system relied on deception, many Chinese Americans who assisted in this system saw their actions as morally justified. They believed they were helping their fellow countrymen overcome unjust and discriminatory laws. For instance, a Chinese merchant in Seattle argued that aiding fellow countrymen was a moral obligation under Chinese moral law, stating that "God never said that the Chinaman shouldn't come to this country".

• Lasting Impacts: The decision to enter the United States as a “paper son” or “paper daughter” had significant consequences for those individuals and their families. They lived with constant fear of discovery and deportation. Additionally, many felt ashamed of their illegal status, impacting future generations. Historian Erika Lee, whose grandfather was a paper son, noted that many of her relatives preferred to keep the exclusion years “buried,” demonstrating the long-lasting trauma of this period.

• Challenging Legal vs. Illegal Immigration Narratives: The story of “paper sons” and “paper daughters” challenges simple narratives about legal and illegal immigration. Scholar Ben Railton argues that it is crucial to consider the historical context of explicitly racist and unjust immigration laws like the Chinese Exclusion Act. Railton emphasizes that these laws intentionally discriminated against specific nationalities and communities, creating an uneven playing field for immigrants. Educator Kevin Jennings highlights that for much of US history, immigration was largely unregulated. It was not until the Johnson-Reed Act of 1924 that the US government implemented stricter immigration regulations, including quotas designed to limit immigration from Southern and Eastern Europe, Asia, and Africa. This context complicates the idea that “paper children” chose to break the law when they could have simply immigrated legally.

• Moral Luck: This concept underscores the idea that our choices are limited by the circumstances and options available to us at a given time and place. When considering the choices made by “paper sons” and “paper daughters,” it’s essential to consider the limited options they faced due to discriminatory laws and policies. Should we praise those who immigrated "legally" when there were no laws obstructing their goals, while faulting those who circumvented unjust laws to seek safety and opportunity?

• Personal Reflections: Byron Yee, who later discovered his father and uncle entered the US as “paper sons,” challenges us to reconsider judgments about their decisions. He argues that their choices were driven by a desire to create a better life for themselves and future generations. Yee emphasizes that in many families’ histories, there's an ancestor who made a similar decision to "break from what was familiar to venture into the unknown".

In conclusion, the story of "paper sons" and "paper daughters" reveals a complex chapter in US immigration history shaped by discriminatory laws, individual agency, and the enduring pursuit of a better life. By examining this history, we gain a deeper understanding of the challenges faced by Chinese immigrants, the ethical dilemmas they navigated, and the lasting impacts of exclusionary policies.

End of unit exercises

Short Answer (5 points each):

Choose ONE of the following questions and write a short answer for each with a paragraph or two:

• Explain the importance of land rights to Native Californians, and describe some of the specific ways they are working to reclaim their ancestral lands, such as land back movements, federal recognition efforts, and the protection of sacred sites.

• Discuss the connection between environmental justice and the cultural survival of Native communities in the Bay Area. Provide examples of how Native people are addressing environmental challenges and advocating for the protection of the land and water.

• Analyze the impact of inaccurate or incomplete representations of Native Americans in media and education. How do these representations perpetuate stereotypes and erase Indigenous history?

Essay (10 points):

Choose ONE of the following questions and write a well-developed essay response:

• Research and discuss a specific contemporary issue facing a Bay Area Native community, exploring their perspectives, challenges, and efforts to address the issue. Consider incorporating information from the featured voice or other contemporary Native sources.

• Reflect on how this unit has deepened your understanding of the history, culture, and contemporary experiences of Native Californians. How can you contribute to a more just and equitable future for these communities? Consider the role of allyship, advocacy, and education in supporting Indigenous rights and cultural revitalization.