Bibliography: Immigrant Rights (page 09 of 54)

This bibliography is reformatted and customized by the Center for Positive Practices for the Sanctuary Cities website. Some of the authors featured on this page include Sonja Grover, Liliana M. Garces, Madeline Zavodny, Barbara Hoffert, Jacqueline Hagan, Pia M. Orrenius, Megan Hopkins, Felicia Forletta, Linda K. Ko, and Donald Hones.

Keijzer, Merel (2010). The Regression Hypothesis as a Framework for First Language Attrition, Bilingualism: Language and Cognition. In an attempt to explain first language attrition in emigrant populations, this paper investigates the explanatory power of a framework that has–until now–received little attention: the regression hypothesis (Jakobson, 1941). This hypothesis predicts that the order of attrition is the reverse of the order of acquisition. The regression hypothesis was tested in relation to the loss of morphology and syntax in Dutch immigrants in Anglophone Canada. Evidence in favor of regression was found, but mainly in the morphological domain. Syntax, on the other hand, was mostly characterized by L2 influences from English. As it is problematic to treat regression as a theory in its own right, these findings are then explained in the light of both generative and usage-based approaches, as well as the more recent Dynamic Systems Theory.   [More]  Descriptors: Language Skill Attrition, Syntax, Systems Approach, Foreign Countries

Hoffert, Barbara (2008). Immigrant Nation, Library Journal. In an August 14, 2008 story, the New York Times reported that ethnic and racial minorities will likely be a majority of the U.S. population by 2042. Many of the blacks, Asians, Hispanics, and others constituting this emerging majority will be immigrants or the children of immigrants; the number of foreigners hitting these shores is projected to rise to two million annually by mid-century, up from 1.3 million today. Currently, the foreign born make up about 12 percent of the population, but the guess is that by 2025 they will make up 15 percent, surpassing a high-water mark set in 1910. And they won't all be speaking English, at least not right away. Librarians know that they need to stock up on world-language materials today. This article describes how public libraries select materials for a growing population whose first language is not English. According to Library Journal's (LJ's) 2008 book-buying survey of public libraries, fully 50 percent of respondents serving populations of 10,000 or more and almost all respondents serving populations of 100,000 or more have world-language collections. On average, these libraries add 600 world-language titles to their collections annually, with the largest libraries adding over 6500 titles on average.   [More]  Descriptors: Public Libraries, Immigrants, Minority Groups, Population Trends

Lee, Jennifer Wenshya; Hebert, Yvonne M. (2006). The Meaning of Being Canadian: A Comparison between Youth of Immigrant and Non-Immigrant Origins, Canadian Journal of Education. The meanings attached to national identity are the most salient citizenship issue today. We analyzed over 300 written responses of Canadian high school youth, of immigrant and non-immigrant origins, to the question of "What does it mean for me to be/become a Canadian?" The participants related a greater sense of national identity than of ethnic and/or supranational belonging. Youth of immigrant origins used a discourse of becoming and understand multiculturalism to recognize ethnic identities associated with Charter rights. The findings are contextualized in social unrest in other countries, a global migration pattern, and new forms of economic, social, and political domination.   [More]   [More]  Descriptors: Cultural Pluralism, Nationalism, Immigrants, Migration Patterns

Huber, Lindsay Pérez; Villanueva, Brenda Pulido; Guarneros, Nancy; Vélez, Verónica N.; Solórzano, Daniel G. (2014). DACAmented in California: The Impact of the Deferred Action for Childhood Arrivals Program on Latina/os. CSRC Research Report. No. 18, UCLA Chicano Studies Research Center. On Friday, March 24, 2006, the day of the first annual Latina/o Education Summit conference at UCLA, a nationwide protest erupted. Those involved were demanding national attention to a critical issue that was only mentioned at the conference: immigration–specifically, immigration reform. The protests were sparked by the passage of the Border Protection, Antiterrorism, and Immigration Control Act (HR 4437, also known as the Sensenbrenner bill) in the US House of Representatives in December 2005. In the early 2000s undocumented students began demanding civil rights and access to higher education. This activism evolved into a new social movement led by the DREAMers, students who are working to insure passage of the DREAM (Development, Relief, and Education for Alien Minors) Act, federal legislation that would provide a pathway to citizenship for undocumented youth. Nearly a decade has passed since the activism of 2006, yet legislation for comprehensive immigration reform that contains a path to citizenship for undocumented residents still seems unlikely to be enacted. DREAMERs are still dreaming–and the educational achievement of Latino/a students is still critically low. In 2012, acknowledging that comprehensive immigration reform would be difficult to achieve, President Barack Obama announced the Deferred Action for Childhood Arrivals (DACA) program, designed to protect eligible undocumented immigrant youth from deportation. In this report the authors focus on the impact of the DACA program on undocumented Latina/o students in Los Angeles. They conclude with recommendations for improving educational and life opportunities for undocumented–and DACAmented–Latina/o students. [This Chicano Studies Research Center (CSRC) Research Report was prepared in conjunction with the CSRC's ninth annual Latina/o Education Summit.]   [More]  Descriptors: Hispanic American Students, Immigration, Activism, Access to Education

Grover, Sonja (2007). Children's Right to Be Educated for Tolerance: Minority Rights and Inclusion, Education and the Law. States do not make a genuine commitment to peace where children's right to be educated for tolerance is denied. Education for tolerance is considered a central aim of education, as set out in Article 29 of the "Convention on the Rights of the Child" (CRC). Hence, states are obliged under the convention to create conditions conducive to such an education. Such conditions undoubtedly include providing an opportunity in an educational setting for some level of interaction between children of different backgrounds (while still maintaining whatever educational programmes are deemed necessary for the preservation of the culture of various minority groups). To eliminate the opportunity for any level of educational integration between children from the dominant group and from various national minority groups or other identifiable groups (such as disabled and non-disabled children, citizen and immigrant or child refugee groups) is to infringe upon children's fundamental human right to free association. Such an association is necessary for children's positive mental and spiritual development. The courts have unfortunately been inconsistent in protecting the right to a tolerant educational setting since they often regard children's education rights as subsumed under parental liberty rights.   [More]  Descriptors: Court Litigation, Childrens Rights, Minority Groups, Spiritual Development

Horsford, Sonya Douglass; Sampson, Carrie; Forletta, Felicia (2013). School Resegregation in the Mississippi of the West: Community Counternarratives on the Return to Neighborhood Schools in Las Vegas, 1968-1994, Teachers College Record. Background: School desegregation and resegregation in the Mountain West remain understudied despite the substantial impact the region's growth and demographic change have had on racial balance and diversity in schools. Home to the largest school district in the Mountain West and fifth largest school district in the country, Las Vegas's unprecedented rise in students identified as Latino, Asian, and immigrant English-language learners living in poverty, coupled with its legacy of racial segregation, reflect trends and conditions critical to national conversations around racial diversity and school resegregation in the post-Civil Rights Era. Purpose: This article describes the events surrounding the "Kelly v. Mason" (1968) case, which led to Las Vegas's mandatory school desegregation plan and the African American community's request in 1992 to abandon the mandatory busing plan for a return to neighborhood schools. Its secondary aim is to disrupt a tradition of advocacy for school integration absent the voices, experiences, and, in many cases, forewarnings of Black community stakeholders who questioned whether school desegregation via forced busing would actually result in equal education and genuine racial integration. Research Design and Methods: The present analysis employs a qualitative research design, historical case study methods, and critical race theory's call to context and counternarratives to tell the story of school desegregation and resegregation in Las Vegas between 1968 and 1994. Conclusions: The article concludes with implications and future directions for school desegregation research and policy, particularly given the under-examined nature of school resegregation in the Mountain West.   [More]  Descriptors: School Desegregation, Racial Segregation, Minority Group Students, Poverty

Adams, Helen R. (2010). Welcoming America's Newest Immigrants: Providing Access to Resources and Services for English Language Learners, School Library Monthly. America has always been a nation of immigrants, and many school libraries serve students whose first language is not English. In AASL's 2009 "School Libraries Count! Survey," 14% of the 5,824 respondents reported a student population with 25% or more English language learners. Yet 91% reported that less than 5% of their collections are in a language other than English. Unfortunately 36% reported they used no special strategies to serve their ESL student populations (American Association of School Librarians 2009). This lack of resources and services tailored to English language learners (ELL) impact the students' First Amendment right to receive information in a school library. "Access to Resources and Services in the School Library Media Program: An Interpretation of the Library Bill of Rights" points out the responsibility of school librarians in this area stating, "Schools serving communities in which other languages are used make efforts to accommodate the needs of students for whom English is a second language." Supporting ELL's academic achievement requires analyzing school library resources and services from the perspective of the ELL student. This article offers some practical ideas shared by school librarians working with ELL students.   [More]  Descriptors: Second Language Learning, School Libraries, Immigrants, Access to Information

Teaching Tolerance (2004). Vietnamese Americans: Lessons in American History. Teaching Tolerance is pleased to announce a new partnership with the Orange County Asian and Pacific Islander Community Alliance in the online release of its interdisciplinary curriculum, "Vietnamese Americans: Lessons in American History." The curriculum guide– complete with timelines, maps and primary sources–offers eight lesson plans, organized around important thematic issues pertinent not just to Vietnamese Americans, but to all Americans. Themes include Immigrants and Refugees, Hate Crimes, Human Rights and Freedom of Speech. This excerpt offers Lesson 3: Voice and Identity, which is appropriate for use with students in grades 8-12. This lesson is designed for students of all backgrounds to explore the difficulties of self-expression and self-identity. Students will learn how an individual's identity can be shaped by others and how it can be influenced by his or her various social characteristics. The activity supports the national social studies standards, Strand IV: Individual Development and Identity.   [More]  Descriptors: United States History, Elementary Secondary Education, Social Characteristics, Pacific Islanders

Hones, Donald; Cifuentes, Persida (2012). "Los Papeles No Trabajan": The Papers Don't Do the Work, Multicultural Education. Schools across the United States serve children from families that have crossed the U.S. border without documents. Some of these children have crossed the border themselves. For teachers and other educators, the Supreme Court decision of "Plyler v. Doe" (1982) has set the precedent that all children in the United States are entitled to a public education, regardless of their immigration status. Nevertheless, undocumented immigration remains a highly polarizing issue, and the struggles of immigrant children and their families often takes a back seat to political posturing. The authors of this article believe that it is an act of both courage and solidarity for teachers to provide support for undocumented children and their families. They also assert that it is a moral duty supported by international human rights agreements signed by the United States. The following research study raises questions about how the United States serves and supports the children and families who arrive in our schools and communities with or without "papeles" ("papers")–documentation of their legal entry into the country; about how much Americans will tolerate the abuse, neglect, and death of men, women, and children who attempt to cross our border with Mexico; and about men, women, and children who attempt to cross our border with Mexico. This study describes the involvement with a humanitarian organization on the Arizona border with Mexico, and what was learned from conversations with ranchers, border patrol agents, Mexican officials, and the migrants themselves.   [More]  Descriptors: Immigrants, Undocumented Immigrants, Access to Education, Civil Rights

Ko, Linda K.; Perreira, Krista M. (2010). "It Turned My World Upside Down": Latino Youths' Perspectives on Immigration, Journal of Adolescent Research. Few studies have examined the migration and acculturation experiences of Latino youth in a newly emerging Latino community, communities that historically have had low numbers of Latino residents. This study uses in-depth interview data from the Latino Adolescent, Migration, Health, and Adaptation (LAMHA) project, a mixed-methods study, to document the experiences of Latino youth (aged 14-18) growing up in one emerging Latino community in the southeastern region of North Carolina. Using adolescent's own words and descriptions, this study shows how migration can turn an adolescent's world upside down, and it discovers the adaptive strategies that Latino immigrant youth use to turn their world right-side-up as they adapt to life in the United States.   [More]  Descriptors: Migration, Hispanic Americans, Youth, Interviews

Merali, Noorfarah (2008). Theoretical Frameworks for Studying Female Marriage Migrants, Psychology of Women Quarterly. Transnational marriages account for a significant proportion of family-based immigration to North America. An increasing number of immigrant men are choosing to marry women from their countries of origin, and an increasing number of nonimmigrant men are choosing to marry women from other countries. Existing studies on the experiences of foreign brides entering North America have highlighted their vulnerability to spousal maltreatment, including unique forms of immigration abuse (e.g., threats of deportation). Their vulnerability to maltreatment has been attributed to the gender-insensitive nature of family immigration policies, the women's lack of awareness of their rights and immigration status, and their husbands' cultural beliefs about women's roles. This article describes three interrelated theoretical frameworks that can inform further research, practice, and policy development related to female marriage migrants. The frameworks draw on cross-cultural models of gender-based violence, seminal work on the psychology of women, and international human rights research.   [More]  Descriptors: Females, Marriage, Immigration, Immigrants

Blum, Avram; Johnson, Eric J. (2012). Reading Repression: Textualizing the Linguistic Marginalization of Nonnative English-Speaking Teachers in Arizona, Journal of Language, Identity, and Education. This discussion draws attention to the discriminatory efforts of policymakers in Arizona to professionally marginalize public school teachers deemed to have an accent. In addition to debunking the linguistic and pedagogic validity of this policy, we emphasize the role of the media in the (re)construction and justification of language ideologies used to cast immigrants and language-minority groups in a negative light. To accomplish this, we have conducted a Critical Discourse Analysis of online responses to a recent "Wall Street Journal" article describing the Arizona Department of Education's latest attempt to oppress language-minority communities. Tapping into publicly advertised dialogues allows us to expose how media sources like the "Wall Street Journal" both emphasize and reproduce discourses that cement shared beliefs about minority groups. From this stance, we promote the benefits of linguistic diversity and advocate for the cultural and professional rights of teachers who speak English as an additional language.   [More]  Descriptors: Public School Teachers, Ideology, Discourse Analysis, Politics of Education

Frankenberg, Erica, Ed.; Garces, Liliana M., Ed.; Hopkins, Megan, Ed. (2016). School Integration Matters: Research-Based Strategies to Advance Equity, Teachers College Press. More than 60 years after the "Brown v. Board of Education" decision declared segregated schooling inherently unequal, this timely book sheds light on how and why U.S. schools are experiencing increasing segregation along racial, socioeconomic, and linguistic lines. It offers policy and programmatic alternatives for advancing equity and describes the implications for students and more broadly for the nation. The authors look at the structural and legal roots of inequity in the United States educational system and examine opportunities to support integration efforts across the educational pipeline (pre-K to higher education). "School Integration Matters" examines: (1) The need to increase school integration to advance equity; (2) The roots of persisting inequity in U.S. schools; (3) The roots of persisting inequity in U.S. schools; (4) K-12 integration and bilingual education policy; (5) The challenges and opportunities to advancing integration within higher education; and (6) Future directions and policy recommendations for pursuing integration for equity. Contents include: (1) Advancing Equity through Integration from Pre-K to Higher Education (Megan Hopkins, Liliana M. Garces, and Erica Frankenberg); (2) Still a Dilemma: Structural Explanations for the Disconnect between Ideals and Practice in Education (Daniel Kiel); (3) Color Blindness and the Permanence of Whiteness (Hoang Tran); (4) Racial/Ethnic Diversity and Language Development in the Preschool Classroom (Jeanne L. Reid); (5) The Effects of School Composition on K-12 Reading and Math Achievement (Roslyn Arlin Mickelson, Martha Cecilia Bottia, Savannah Larimore, and Richard Lambert); (6) Residential Segregation and Brain Development: Implications for Equitable Educational Opportunities (Michael Hilton); (7) Why the Federal School Improvement Grant Program Triggers Civil Rights Complaints (Tina Trujillo); (8) Structuring Integration and Marginalization: Schools as Contexts of Reception in New Immigrant Destinations (Megan Hopkins and Rebecca Lowenhaupt); (9) Segregation in Segregated Schools (Rachel Garver); (10) Advancing Integration through Bilingualism for All (P. Zitlali Morales and Aria Razfar); (11) Predicting School Diversity Impacts of State and Local Education Policy: The Role of Title VI (Philip Tegeler); (12) Stories of What Could Be: Experiences of Undocumented Chicana/Latina Students and Graduates with the California Dream Act and DACA (Lindsay Perez Huber, Brenda Pulido Villanueva, and Mariela Gutierrez); (13) Bans on Affirmative Action in States with a History of State-Sponsored Discrimination (Matthew Patrick Shaw); (14) Navigating Legal Barriers While Promoting Racial Diversity in Higher Education (Liliana M. Garces and Courtney D. Cogburn); (15) Breaking Down Classroom Walls and Building Up Racial Equity (Cynthia Gordon da Cruz); and (16) Which Way Forward?: A Comprehensive Approach for Advancing Equity through Integration (Erica Frankenberg, Liliana M. Garces, and Megan Hopkins). An index is included.   [More]  Descriptors: School Desegregation, Higher Education, Elementary Secondary Education, Equal Education

Hagan, Jacqueline (2006). Negotiating Social Membership in the Contemporary World, Social Forces. One of the defining characteristics of the late 20th and early 21st centuries is the increasing importance of international migration, an epoch Castles and Miller term the "age of migration." The precise size of the international migrant population is unknown. Much of this movement–such as unauthorized and other irregular flows–is not recorded in official statistics. Nonetheless, by all accounts international movements have soared in recent decades, especially since the 1970s, with the acceleration of cross-border flows of trade, investment, ideas and people–key features of globalization. As in the past, many of today's international migrants move toward areas of economic opportunity. In this paper, the author talks about immigrant incorporation and presents articles that focus on how integration opportunities and constraints shape social membership among newcomer immigrant groups across a number of advanced industrial nations, including European countries, the United Sates and Canada. Social membership here refers to a set of basic social rights conferred on members of a society, including the right to work, the right to participate in political life, or the right to education. The author discusses the historical views on immigrant incorporation and social membership and the narrative that emerges from the papers on social membership opportunities emphasizing the strong arm of national integration policies and institutional characteristics in influencing integration processes and outcomes.   [More]  Descriptors: Global Approach, Foreign Countries, Institutional Characteristics, Economic Opportunities

Orrenius, Pia M.; Zavodny, Madeline (2012). Credible Immigration Policy Reform: A Response to Briggs, Journal of Policy Analysis and Management. The authors agree with Vernon M. Briggs, Jr., that U.S. immigration policy has had unexpected consequences. The 1965 immigration reforms led to unanticipated chain migration from developing countries whereas the 1986 Immigration Reform and Control Act failed to slow unauthorized immigration. The result is a large foreign-born population with relatively low levels of human capital. The authors disagree with him, however, on the labor market effects of this migration stream and on his proposed policy reforms. Briggs suggests that immigration policy has the power to solve society's most vexing problems. By simply reducing legal immigration by 30 percent and eliminating illegal immigration, the United States can reverse the long-term decline in blue-collar wages, reduce unemployment, and lower poverty and income inequality. The authors think immigration policy has important economic effects and needs to be overhauled, but immigration policy reform is not a silver bullet. Briggs attributes multifaceted labor market trends to immigration, ignoring the role of skill-biased technological change and institutional factors. But he is right that there are problems with sustained, mass low-skilled immigration and that the goal of immigration reform should be to mitigate some of the adverse effects. The solution, however, is not to close the labor market to new immigrants and kick out unauthorized immigrants. The authors believe the solution involves prioritizing employment-based immigration. The United States should increase high-skilled immigration, but also have programs for low-skilled workers. Just as with international trade, the solution is to first reap the gains from immigration and then redirect some of the benefits to offset adverse distributional consequences.   [More]  Descriptors: Immigrants, Unskilled Workers, Immigration, International Trade

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