Bibliography: Immigrant Rights (page 23 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 June E. Ramos, Carolyn Winje, Peter Brown, Kerry J. Kennedy, Carole L. Hahn, Thomas Haywood, Sandra Lyons, Jack Citrin, Marie Louise Seeberg, and Washington National Clearinghouse for Bilingual Education.

Citrin, Jack; Kiley, Jocelyn; Pearson, Kathryn (2003). Direct Democracy Takes on Bilingual Education: Framing the Debate in Four State Initiatives. The entrenched nature of affirmative action, immigration, and bilingual education programs shows that ethnic minorities as well as powerful economic interests can benefit from client politics (H. D. Graham, 2002). In recent years, ballot initiatives have pierced the cocoon of legislative support for these policies and overturned them in California and several other states, leading scholars to debate whether direct democracy is a threat to minority rights. This paper is a study of four recent initiatives seeking to eliminate well-protected bilingual education programs. The paper notes that California businessman Ron Unz spearheaded this movement, succeeding in California, Arizona, and Massachusetts, and failing in Colorado. It sets out to outline the genesis, conduct, and outcome of the recent initiative campaigns to drastically reform bilingual education. It considers the pattern of elite support and opposition; the campaign themes; and the pattern of mass support and opposition, based on evidence from both aggregate-level and survey data. The paper argues that although bilingual education is a matter of limited salience to the majority of (white) voters, the widely held, if latent, belief that speaking English is an important attribute of U.S. national identity and, as such, important for assimilating immigrants, provided the supporters of the Unz initiatives with an important initial electoral advantage. (Contains 44 references, 13 notes, and 7 tables.)   [More]  Descriptors: Academic Standards, Bilingual Education, Bilingual Education Programs, Civil Rights

National Clearinghouse for Bilingual Education, Washington, DC. (2001). No Child Left Behind Act of 2001. Title III: Language Instruction for Limited English Proficient and Immigrant Students. 107th Congress, 1st Session. This report describes the No Child Left Behind Act of 2001, Title III: Language Instruction for Limited English Proficient and Immigrant Students. Part A describes the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Its four subparts include the following: (1) grants and subgrants for English language acquisition and language enhancement (e.g., formula grants to states, Native American and Alaska Native children in school, and local plans); (2) accountability and administration (e.g., evaluations, reporting requirements, and civil rights); (3) national activities (National Professional Development Project); and (4) definitions (eligible entry). Part B discusses improving language instruction educational programs and is made up of five subparts: (1) program development and enhancement (e.g., program enhancement activities and capacity building); (2) research, evaluation, and dissemination (e.g., authority, research, and state grant program); (3) professional development; (4) Emergency Immigrant Education Program (e.g., purpose, withholding, and administrative provisions); and (5) administration (release time, notification, and coordination and reporting requirements. Part C presents general provisions (definitions, parental notification, National Clearinghouse, and regulations).   [More]  Descriptors: Access to Education, Accountability, Alaska Natives, American Indians

Krueger, Carl (2012). Undocumented Students in the West. Policy Insights, Western Interstate Commission for Higher Education. Viewers tuning into the Republican presidential debate on September 22, 2011, witnessed Texas Governor Rick Perry repeatedly defend his state's policy of offering in-state tuition to some undocumented students against a wave of criticism from the other candidates. The sight of a staunchly conservative governor, a champion of small government, defending a controversial public benefit might have left many people confused, but Perry's stance is really more indicative of the complicated nuances surrounding this politically charged topic. As the debate showed, the issue of whether undocumented students have a right to broad access to higher education cuts across party lines and political ideologies, sometimes in unpredictable, rhetorically charged ways. Whatever position one takes, the issue of undocumented students will continue to impact the future direction and delivery of higher education, especially in the West, where a large percentage of this population resides. This "Policy Insights" examines the changing student demographics in the West and how the undocumented population may impact higher education in the years to come.   [More]  Descriptors: Foreign Countries, Higher Education, Undocumented Immigrants, Public Policy

Motakef, Mona (2007). The Human Right to Education as a Right to Literacy in Germany, Convergence. There are no official data, but it is estimated that four million adults in Germany have little or no reading, writing and numeracy skills, so that they are known as "functionally illiterate". This is a fact which was long ignored. In this contribution, literacy activities and research in Germany are analysed through a human rights-based approach. I argue that illiteracy in a knowledge-based society like Germany has to be understood in terms of a lack of social inclusion and participation. In Germany, the aims of the United Nations Literacy Decade (2003-2012) have not yet been achieved.   [More]  Descriptors: Literacy Education, Numeracy, Illiteracy, Foreign Countries

Kennedy, Kerry J.; Hahn, Carole L.; Lee, Wing-on (2008). Constructing Citizenship: Comparing the Views of Students in Australia, Hong Kong, and the United States, Comparative Education Review. Young citizens growing up in different societies experience multiple socialization processes that help to shape their values and attitudes toward the political life of their societies. In this cross-national study, researchers asked students directly about their views of what "good" citizens do, how they saw themselves participating in their political communities in the future, and what their attitudes were to rights for different groups in the community. This article highlights the conceptions of citizenship that students, as young citizens, have in three societies–Australia, Hong Kong, and the United States. The authors are specifically interested in how students in these three societies, with distinctly different histories and cultures, viewed citizenship at a time when the global community was increasingly interconnected but in a context of strong nation-states. In particular, how young people in these three societies conceived the rights and responsibilities of a good citizen in contexts that were globally connected but politically separated.   [More]  Descriptors: Socialization, Citizenship Education, Foreign Countries, Cross Cultural Studies

Thomas-Breitfeld, Sean; Liu, Sue (2003). Workforce Investment Act (WIA) Reauthorization: Building a Better Job Training System for Hispanic Workers. Although the Workforce Reinvestment and Adult Education Act contains several provisions that move the Workforce Investment Act (WIA) program in the right direction, it fails to respond to the needs of Latino workers and job seekers in a meaningful way. Although WIA's stated purpose aims to serve all populations, implementation of the new system has been particularly problematic for Latino, immigrant, and limited-English proficient (LEP) workers for the following reasons: (1) sequential "eligibility" has limited access to training; (2) WIA's performance measure create a disincentive to serve persons who face obstacles to employment; (3) WIA does not provide flexibility in funding and operating programs that effectively serve LEP persons; (4) the current adult basic education funding formula is not proportional to the actual population utilizing services; and (5) community-based organizations (CBOs) are shut out of the WIA system. As the Senate develops legislation to reauthorize WIA, the following priorities must be considered to ensure that the needs of the nation's Latino workers are addressed: (1) expand access to training; (2) eliminate barriers to serving LEP and other populations; (3) promote programs that integrate occupational training and English-as-a-second-language instruction; (4) improve services for LEP persons; and (5) involve CBOs. (Contains 11 endnotes.)   [More]  Descriptors: Access to Education, Adult Basic Education, Community Involvement, Community Organizations

Seeberg, Marie Louise; Bagge, Cecilie; Enger, Truls Andre (2009). No Place: Small Children in Norwegian Asylum-Seeker Reception Centres, Childhood: A Global Journal of Child Research. Drawing on empirical material from fieldwork among young children living with their families in two Norwegian reception centres for asylum-seekers, this article compares their realities to the norms and realities for other children in Norway. Children's spatial and social situations within the centres stand out in stark contrast to Norwegian childhood ideology and norms. The authorities explain the divergence in terms of migration management, and the spatiotemporal and social positions of "asylum-seekers" in relation to those of "children" within the nation-state are brought to the fore in the article. The perceived political dilemma between migration control and Norway's image as a promoter of children's rights is highlighted, and the authors suggest that the dilemma may be less real than is widely assumed.   [More]  Descriptors: Childrens Rights, Children, Norms, Foreign Countries

Bon, Susan C. (2012). Examining the Crossroads of Law, Ethics, and Education Leadership, Journal of School Leadership. Educational leaders are bound by legal and ethical imperatives to make certain that all children have access to an education and the opportunity to learn. To better understand how law and ethics intersect, this article adopted the cultural study perspective to analyze U.S. Supreme Court opinions for language revealing the intersection of law and ethics. The Supreme Court has contributed to the realization of educational goals, relying on the Fourteenth Amendment's Equal Protection Clause to ensure that equal educational opportunities are not deprived because of a child's race ("Brown v. Board of Education," 1954) or illegal immigration status ("Plyler v. Doe," 1982). Through the cultural study of law and exploration of legal discourse–language, symbols, and content–in these landmark Supreme Court decisions, similar taxonomies and patterns of discussion emerged illustrating the intersection of law and ethics. These taxonomies were used as coding protocols and exploratory guides for the subsequent review of education leadership literature through the quantitative content analysis method. Based on this analysis, a proposal is made advocating a paradigm shift in the way that law and education scholars analyze, discuss, and critique the Supreme Court decisions affecting children's educational rights. Specifically, this article proposes the adoption of an integrated legal and ethical paradigm to study the legal discourse in the Supreme Court's education law decisions.   [More]  Descriptors: Instructional Leadership, Ethics, Legal Responsibility, Equal Education

Brown, Peter (2007). Hector Garcia Middle School: A School's Design Aspires to Live Up to Its Name, DesignShare (NJ1). Brown discusses the history of Hector Garcia, a Mexican immigrant who, as U.S. Army captain, worked diligently to assist minority servicemen in navigating the Veterans Administration, and found the GI Forum. Dr. Garcia's activism, through the Forum, was instrumental in desegregating hospitals, swimming pools, schools and cemeteries. Brown's case study on the school that will bear Garcia's name asks how a design team could relate civic virtues to future generations of young people. A number of features are highlighted, including: (1) Colorful classroom facades suggesting lively and diverse activities behind the walls; (2) Media center extending over the plaza, welcoming inquisitive minds into the school; (3) Compact, dynamic lobby serving as the social heart of the school; (4) Prominently-placed portrait of Hector Garcia; and (5) Expansive windows opening onto the city of Dallas. As organized, the school's planning responds both to the social organization of the educational program and naturally to the site's climate, demonstrating leadership in creating sustainable environments. It was the inspiration of Hector Garcia, writes Brown, that challenged the project team to consider this investment in a school building as a greater investment to galvanize neighborhoods with community and, economic development, and to inspire young people to think broadly about their future.   [More]  Descriptors: School Buildings, Veterans, Citizenship Education, Case Studies

Spielberger, Julie; Lyons, Sandra; Gouvea, Marcia; Haywood, Thomas; Winje, Carolyn (2007). The Palm Beach County Family Study Second Annual Report, Chapin Hall Center for Children. The Children's Services Council (CSC) of Palm Beach County commissioned Chapin Hall Center for Children to conduct a longitudinal study to examine the effects of this service system on children and families. The goal of the longitudinal study is to describe the characteristics and needs of families the service system is intended to serve, how they use the services that make up the service system in Palm Beach County, and how service use is related to indicators of child well-being and family functioning, and child and family outcomes. This 8-year study uses a mixed-methods approach with three primary sources of data: (1) administrative data on a birth cohort of 30,133 children born in Palm Beach County in 2004 and 2005, half of them to families living in the targeted geographic areas (TGAs); (2) annual structured interviews with a sample of families in the TGAs with children born in 2004 and 2005; and (3) in-depth, qualitative interviews with a small subsample of families. This report focuses on findings from the second year of the study, which included analysis of administrative data from Vital Statistics, the Right Track database for the Healthy Beginnings maternal child health system, and Department of Children and Families (DCF) reports of child abuse and neglect; structured in-person interviews with 444 mothers, and the first two waves of qualitative interviews with 50 mothers. Overall, mothers' service usage was characterized by four distinct service patterns, which were differentiated by both the number and the kinds of services used. "Low service users" typically reported using only two or three kinds of services, primarily family health care and food assistance, the previous year. Two groups of "moderate service users" each reported using, on average, four services. Large percentages of mothers in both groups received food assistance and family health care, but mothers in one group also used family planning services whereas mothers in the second group received services for their children's physical health and illness. "High service users" received seven or eight services, on average, across multiple service areas. Collectively, the Year 2 findings suggest there are opportunities to improve service access and use in the TGAs, but there are also challenges. Given the variability in family circumstances, services that have more flexibility to adapt to the circumstances of the low-income families they are intended to serve may be more likely to reach these families. In other words, services will be most beneficial if they are designed to fit into, and add to the stability of, families' daily lives. Families are less likely to use services such as child care that do not fit well with their daily routines, are not easy to get to with available transportation or do not fit with their work hours, or that conflict with their values. Thus, several challenges for improving access to and use of CSC's prevention and early intervention services discussed in the second year report include: (1) Keeping families involved in services over time; (2) Making location and timing of services convenient for families; (3) Providing continuity of services during periods of instability; (4) Improving channels of communication for service information; (5) Strengthening relationships with community organizations and other service systems; and (6) Engaging immigrant and other harder-to-reach families. Appended are: (1) Longitudinal Study Sample and Methods; (2) Sample Characteristics; and (3) Additional Data Tables and Summary Measures. A bibliography is included.   [More]  Descriptors: Social Services, Child Development, Prevention, Early Intervention

IDRA Newsletter (1995). Lifelong Learning. IDRA Focus. This theme issue focuses on the need for adult literacy programs, as well as recent innovations in literacy education. "Adult Literacy and Leadership: Current Innovations" (Aurelio M. Montemayor) describes an adult literacy outreach program in Texas, and discusses the importance of family literacy for parents' involvement in their children's education and for advocacy efforts. "Literacy Is Vital to Democracy" (Mikki Symonds) argues that a functional democracy depends upon the participation of all citizens, which in turn requires education that fosters critical literacy, as well as bilingual education for language-minority students. "Exploring New Directions in Adult Literacy Assessment" (Pam McCollum) recommends a reconceptualization of adult literacy assessment to make it more responsive to student needs and goals. "Implementing Family Literacy" (Ninta Adame-Reyna) describes four types of family literacy programs and offers suggestions for program design and implementation. "Project SALNET: Helping Adult Learners and Their Instructors into the Twenty-first Century" (Laura Chris Green) describes the San Antonio Adult Literacy Network, which incorporates a local electronic bulletin board system into a three-phase program focusing on the writing process, word processing, and reaching an audience through telecommunications. "What IDRA's Project SALNET Has Meant for Our Students" features comments from project instructors. This issue also contains a statement of immigrant students' rights to attend public schools and a list of additional readings on lifelong learning.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Critical Thinking, Democracy

Gordon, June A. (1994). The Role of Global Understanding within Multicultural Teacher Education for Culturally Isolated and Threatened Students. The role of international and comparative education in teacher education must be informed by the needs of American students which include overcoming cultural parochialism due to racial and cultural isolation and inadequate schooling. The urgency of economic and cultural survival for certain groups such as African-American, Appalachian, and Latino students can impede their willingness to explore the complexity of the international community and how their daily lives are impacted by global events. American teachers know little of the forces that drive and/or deter schooling globally. They are unaware that for many other societies schooling is a privilege, not a right. Immigrant students not only place a high value on education but carry the added burden of representing their village or town. These differences in the priorities and preoccupations of immigrant students compared with native-born students, contribute to their academic engagement, fear of failure, and resultant success. Teachers in training are ill-prepared to address the parochialism of American students, the connections between international and national oppression and competition, or the differences in needs and orientation of students from diverse backgrounds. Curriculum changes in teacher education to address these issues would lead to a needed improvement in all schools.   [More]  Descriptors: Blacks, Cultural Isolation, Culture Conflict, Curriculum Design

Lee, Wing On (2003). Students' Concepts and Attitudes toward Citizenship: The Case of Hong Kong, International Journal of Educational Research. This paper analyses the data obtained from the findings on Hong Kong, as a part of the IEA second civic study. Because the survey was conducted two years after Hong Kong's return to China, the findings reflect concepts and attitudes toward citizenship among Hong Kong students shortly after the change of sovereignty. The study shows that Hong Kong ranks highest in two aspects of citizenship: civic knowledge and attitudes toward immigrants. Hong Kong ranks lowest in attitudes toward the nation, support for women's political rights, confidence in participating at school, and open classroom climate. Moreover, Hong Kong students are most concerned about elections and freedom of expression, but are least interested in political parties. They are more interested in social-related citizenship issues, and try to avoid confrontational and activist politics. This suggests that Hong Kong students are concerned with citizenship issues and politics; are very knowledgeable, and while they are also concerned about society, do not favor confrontations. This partly reflects a Chinese culture and partly reflects that depolicitization perpetuates beyond 1997.   [More]  Descriptors: Asian Culture, Elections, Foreign Countries, Classroom Environment

Crain, William (2003). Open Admissions at the City University of New York, Academe. African Americans were largely absent from a college that was emblematic of democratic opportunity. Established as the Free Academy in 1847, City College had given thousands of poor and working-class students and recent immigrants the chance for a college education they couldn't otherwise afford. But even during the 1960s, the student body of City College was largely white–as was the overarching City University of New York (CUNY), which City College and other campuses joined in 1961. Then, in 1969, riding the crest of the civil rights movement, a group of African American and Latino students shut down City College's South Campus. They demanded that the college reflect the racial and ethnic composition of Harlem. After numerous tense meetings, New York City's politicians agreed upon an open admissions policy that guaranteed every New York City high school graduate a place in CUNY. This often meant a place in one of CUNY's community (two-year) colleges. But as sociologists David Lavin and David Hyllegard point out in their 1996 book, "Changing the Odds: Open Admissions and the Life Chances of the Disadvantaged," open admissions was groundbreaking because it was oriented toward the senior (four-year) colleges. In this article, the author documents recent efforts to roll back admissions policies that were launched in the 1970s to increase minority participation in the City University of New York.   [More]  Descriptors: African American Students, Civil Rights, Open Enrollment, Immigrants

Ramos, June E.; Crevling, Barbara (1977). Selective Bibliography in United States History Resources. The selective bibliography identifies United States history materials for grades 7 through 12. It has been compiled to give teachers a representative sample of texts and supplementary materials, most of which have been published since 1975. Section one contains references to 16 basal curriculum materials. Information is given on title, author, publisher, publication date, grade level, Fry reading level, costs, specific subject area, and a paragraph-length annotation. Some of the materials stress Black history, ethnic studies, and the Bicentennial. Section two presents supplementary student materials: 12 print materials, nine audiovisual materials, and 17 games and simulations. Information similar to that in section one is given for each entry. Special topics include minority groups, immigrants, women's rights, and values. Five teacher resources described in section three stress inquiry learning, use of newspapers, and how to make history relevant to the present. Seven ERIC documents in section four describe teaching methods and exemplary programs, followed by a listing in section five of four organizations which conduct research and publish materials related to U.S. history.   [More]  Descriptors: American History, American Studies, Annotated Bibliographies, Audiovisual Aids

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