Bibliography: Immigrant Rights (page 27 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 Carol L. Schmid, John Nielsen, Debra Hornibrook-Hehr, Blannie E. Bowen, Royal F. Morales, Albany. Bureau of Secondary Curriculum Development. New York State Education Dept., Washington Commission on Civil Rights, OECD Publishing (NJ1), Marnie Briggs, and WILLIAM A. BRIGGS.

Commission on Civil Rights, Washington, DC. (1980). The Tarnished Golden Door: Civil Rights Issues in Immigration; A Report of the United States Commission on Civil Rights. This report represents the findings and conclusions of the United States Commission on Civil Rights with respect to the administration of justice in the enforcement of the immigration laws of the United States. The first section discusses past and present discriminatory provisions of immigration laws. The second section focuses on problems in the practices and procedures of the Immigration and Naturalization Service (INS) and the State Department in administering immigration laws and how those practices affect citizens, aliens, and intending immigrants. The third section concentrates on employer sanctions, a proposed legislative solution to immigration problems. The fourth section examines the constitutional rights provided to persons during various stages of the immigrant expulsion process and the effects that process has on persons other than those subject to deportation. The last section examines current INS complaint investigation procedures.   [More]  Descriptors: Civil Rights, Ethnic Discrimination, Federal Legislation, Illegal Immigrants

Olsen, Laurie (1988). Crossing the Schoolhouse Border: Immigrant Students and the California Public Schools. A California Tomorrow Policy Research Report. Detailed interviews with immigrant students in the California school system indicate that the schools are not meeting the challenge of providing these students with an education adequate to prepare them to be productive members of American society. The first section presents demographic data and background information on immigrant children and their immigration experience. The second section reviews the content and structure of school programs, describes the school experience of immigrant children, and presents data on the achievement and school success of immigrant students. The final section offers suggestions for steps to be taken at the state, local, school site, and community levels to create a more adequate school experience for immigrant children. Appendices include the interview guide used in this study and a bibliography with 134 references. Descriptors: Asian Americans, Bilingual Education, Blacks, Culture Conflict

BRIGGS, WILLIAM A. (1963). NEGRO AND OTHER MINORITY GROUP CONTRIBUTIONS TO WORLD AND AMERICAN HISTORY. FICTION, TEXTBOOKS, PERIODICALS, PICTURES, AND BIBLIOGRAPHIES ARE LISTED, WITH OCCASIONAL ANNOTATION. MOST CONCERN THE NEGRO, BUT SOME ARE ABOUT JEWS, IMMIGRANTS, AND OTHER AMERICAN MINORITY GROUPS. Descriptors: American History, Bibliographies, Black History, History

Baker, Steven J., Ed. (2002). Language Policy: Lessons from Global Models (1st, Monterey, California, September 2001). These papers come from a 2001 conference that explored language policy issues at the global, U.S. national, and California regional levels. There are 15 papers in five sections. Section 1, "National Language Policy," includes (1) "Language and Globalization: Why National Policies Matter" (Chester D. Haskell) and (2) "Real World Language Politics and Policy" (Joseph Lo Bianco). Section 2, "Language Policy, Migration, and Indigenous Peoples," includes (3) "Immigrant Integration: The Ongoing Process of Reform in France and Quebec" (James Archibald) and (4) "Education Language Policies in Francophone Africa: What Have We Learned from Field Experiences?" (Hassana Alidou and Ingrid Jung). Section 3, "National Security and Language Policy," includes (5) "The Language Crisis in the United States: Language, National Security and the Federal Role" (Richard D. Brecht and William P. Rivers); (6) "Meeting Current and Future Language Needs of the German Public Sector, with Special Emphasis on Defense" (Herbert Walinsky); and (7) "Heritage Languages and the National Security: An Ecological View" (Bernard Spolsky). Section 4, "Linguistic Rights and Language Policy," includes (8) "Linguistic Rights, Language Planning and Democracy in Post-Apartheid South Africa" (Neville Alexander); (9) "The Other Languages of Multicultural Europe: Perceptions, Facts and Educational Policies" (Guus Extra); (10) "Quebec's Language Policy: Perceptions and Realities" (Guy Dumas); and (11) "Language Policy for Multicultural Japan: Establishing the New Paradigm" (John C. Maher). Section 5,"Language Policy and Foreign Language Education," includes (12) "Foreign Language Policies in Europe, with Special Reference to the Roles of the Council of Europe and the European Union" (John L.M. Trim); (13) "Fish Bowl, Open Seas and the Teaching of English in Japan" (Yoshida Kensaku); (14) "Language Policy and Planning in Tunisia: Accommodating Language Policy" (Mohamed Daoud); and (15) "English Language Education in China" (He Qixin). (Papers contain references.) Descriptors: Acculturation, Apartheid, Democracy, Diversity

Morales, Royal F. (1976). Pilipino Americans: From Colony to Immigrant to Citizen, Civil Rights Digest. Describes the history of the Pilipino Americans in the United States as the story of "old timers of the Sacada," the first wave of immigrants; of the second wave, the veterans of World War II and their families; and the story of the "brain drain," the third wave of immigrants. Asserts that Pilipino Americans face many problems, including subtle racism. Descriptors: Civil Rights, Community Characteristics, Educational Background, Employment Patterns

Nielsen, John (1988). Immigration and the Low-Cost Housing Shortage: The Los Angeles Area's Experience. Rising housing costs, increased homelessness, and the debate over illegal immigrants residing in publically assisted housing have renewed media and public interest in immigration's contribution to the Los Angeles, California area's problems of scarce low-cost housing, homelessness, and housing code violations. Recent data suggest that immigrants are disproportionately both the victims of and contributors to the housing crisis, although the problems are also aggravated by commercial conversion of low-cost housing, stagnating federal aid, and diminished tax and loan incentives. As the Los Angeles percentage of poverty-level residents has risen, the area's low-cost housing has become more scarce and increasingly costly. Mexico's and Latin America's problems continue to encourage an increase of immigrants, whose powerlessness has allowed unscrupulous landlords to rent properties to them that violate codes of safety and zoning. Suggestions for improvements include: (1) increased coordination between immigration and urban development policies; (2) rigorous immigrant screening for publicly assisted housing entitlements; (3) a national level concern and assistance; (4) policies to help ease the clustering of immigrants in major urban centers; (5) a reduction in low-wage, labor intensive urban industries that depend on foreign labor; and (6) stronger anti-housing discrimination laws, housing code enforcement, and assistance to newly legalized citizens in asserting tenants' rights.   [More]  Descriptors: Homeless People, Housing Deficiencies, Housing Needs, Immigrants

Afridi, Sam (2001). Muslims in America: Identity, Diversity and the Challenge of Understanding. 2001 Carnegie Challenge. This paper discusses challenges and opportunities facing Muslims in the United States, where between 5 to 8 million Muslims live (the fastest growing religion in the country). American Muslims face many challenges, and the public has little understanding of the teachings and practice of Islam. Muslims are prone to negative stereotypes, ethnic profiling, and attacks equating Islam with terrorism and radicalism. U.S. Muslims reflect a rich mosaic of ethnic, racial, linguistic, tribal, and national identities. However, despite multi-racial, multi-ethnic, and multifaceted differences, they are often portrayed as a homogenous group. Americans must look beyond ethnic stereotypes and gain a greater appreciation of Muslim diversity. Muslims have to define what it means to be an American Muslim in the 21st century, dealing with such issues as cultural isolation and women's rights. Many African Americans have embraced mainstream Islam, though they feel a sense of exclusion from the immigrant Muslim community. As Muslims move from the margins to the mainstream of American society, they encounter "Islamaphobia," often exacerbated by the media. Multi-faith conversations can help overcome stereotypes and build true acceptance.   [More]  Descriptors: Blacks, Cultural Awareness, Cultural Differences, Ethnic Stereotypes

New York State Education Dept., Albany. Bureau of Secondary Curriculum Development. (1967). Social Studies; Grade 11: American History. This syllabus, revised in 1967, presents a thematic approach to history instruction with emphasis on concept development and relevant understandings. Five major topics focus on these areas: (1) American People (Immigration and Reaction to Immigrants, American Culture Patterns, Population, Civil Rights; (2) Government and Politics (Constitutional Theory and Practice, Political Leadership and Decision-Making, Federal State Relationship, Citizen Relationship to Government, New York State Government); (3) American Economic Life (The Economy, Mercantile Capitalism, Industrial Capitalism, Government Involvement, Government Finance); (4) American Civilization in Historical Perspective (Education, Creativity, Mass Media, Ideological Battles, Social Control); (5) United States in World Affairs (The Nation State, The Emerging Nation, The Expanding Nation, Power and Commitment, Global Commitment and Leadership). Main topics are introduced by a summary of content and an overview of concepts, understandings, and generalizations to be examined. Lead questions appear with each subtopic. In the section "How to Use This Syllabus," teachers are advised to utilize audiovisual materials, to emphasize planned learning experiences for concept development, and to supplement content with the CITIZENSHIP EDUCATION PLANNING GUIDE. Texts or other resource bibliographies are not listed. (SO 000 675 through SO 000 682 are related documents).   [More]  Descriptors: Citizenship, Concept Teaching, Current Events, Grade 11

Schmid, Carol L. (2001). The Politics of Language: Conflict, Identity, and Cultural Pluralism in Comparative Perspective. This book examines the ways in which people belonging to different language and cultural communities live together in the same political community, and how political and structural tensions arise to divide them along language lines. It analyzes the historical background and recent controversy over language in the United States, then compares the United States to two officially multilingual countries–Canada and Switzerland. This volume is suitable for courses in linguistics, political science, and sociology. The book is divided into nine chapters with the following titles: "Introduction: The Politics of Language, National Identity, and Cultural Pluralism in the United States"; "Historical Background of Language Protection and Restriction"; "Immigrant Exclusion and Language Restriction in the Twentieth Century"; "Language Rights and the Legal Status of English-Only Laws"; "Attitudes toward Language, National Identity, and Cultural Pluralism"; "Language and Identity Politics in Canada"; "Identity and Social Incorporation in Multilingual Switzerland"; "The Politics of Language in the Late Twentieth Century"; and "Conclusion: The Future of Language Politics in the United States." A Notes section, bibliography, and subject index are included. (Contains 421 references.) Descriptors: Bilingualism, Cultural Pluralism, English Only Movement, Ethnic Groups

Siegel, Peter; Feinberg, Rosa Castro (1982). Alien Children's Right to a Free Public School Education. The meaning of the Supreme Court's decision affirming the rights of undocumented alien children to attend public schools free of charge and the impact of this and recent decisions on other issues relating to national origin minority students are discussed in this memorandum. Among the other issues are the status of non-immigrant children legally present in the country, a school district's rights and responsibilities in the matters of student visas, I-20's, and English language proficiency, and the meaning of the term "national origin discrimination." Descriptors: Childrens Rights, Court Litigation, Educational Discrimination, Elementary Secondary Education

Hare, Francis G. (2007). Transition without Status: The Experience of Youth Leaving Care without Canadian Citizenship, New Directions for Youth Development. Youth without citizenship or permanent resident status who age out of care are vulnerable to exploitation and deportation. This article explores the dimensions of this issue and ways to address it. It highlights the vulnerability of a small but significant group of youth in transition from the child welfare system who are most vulnerable right at the point where they make the transition from care. The author stresses that the system must increase its efforts to systematically track these youth while they are in care and exercise its authority to ensure that they have obtained Canadian permanent resident or citizenship status prior to leaving care. This means that the awareness of the issue and its significance must be raised within the system.   [More]  Descriptors: Citizenship, Status, Youth, Young Adults

Scott, Michael L., Ed.; Annexstein, Leslie T.; Ordover, Eileen L.; Esters, Levon T.; Bowen, Blannie E.; Reeve, Edward M. (2003). Equity Issues in Career and Technical Education. Information Series. Students in career and technical education programs increasingly represent gender, racial, and cultural diversity. Students with disabilities from a wide range of backgrounds are entering the work force and career and technical education programs. This paper takes a critical look at equity issues in career and technical education. After a brief foreword providing context, the first chapter gives an overview of why career and technical education programs are important for women and girls, with an emphasis on nontraditional education and training along with the barriers faced by female students in career and technical education programs. The second chapter describes a legal framework for developing high-quality, just, and equitable career and technical education systems for individuals with disabilities. A discussion of equity issues involving race and ethnicity comprises the third chapter. Equity issues in career and technical education that face immigrants or those for whom English is a second language are addressed in chapter four. Contains 81 references.   [More]  Descriptors: Access to Education, Civil Rights Legislation, Compliance (Legal), Disabilities

OECD Publishing (NJ1) (2011). Against the Odds: Disadvantaged Students Who Succeed in School. This report explores the factors and conditions that could help more students succeed at school despite challenging socio-economic backgrounds. It does this by studying resilient students and what sets them apart from their less successful peers. Understanding how educational systems can support disadvantaged students and help them "beat the odds" to succeed in school is a central challenge facing education policymakers, school administrators and teachers today. This report provides a rich descriptive picture of resilience across a large number of countries. It shows that in all countries, disadvantaged students have the potential to overcome their economic and social disadvantage and to perform at levels similar to their more advantaged peers. The findings also confirm that disadvantaged students have the potential to become the leaders of the future and that socio-economic disadvantage can be overcome with the right set of circumstances and incentives. While the data do not allow causal inference, the results highlight key differences between students who beat the odds and those who do not. Most notably, resilient students generally have more positive learning approaches and spend more time in regular lessons at school than other disadvantaged students. These findings suggest that conditions that promote academic excellence among the most disadvantaged youngsters can be established. Annexed are: (1) Defining and characterising student resilience in PISA; (2) A profile of student resilience; (3) Closing the gap? Enhancing the performance of socio-economically disadvantaged students; (4) Conclusions and policy implications; and (5) Technical notes.   [More]  Descriptors: Economically Disadvantaged, Academic Achievement, Disadvantaged Youth, Success

Rodriguez, Roberto Cintli (2010). "Greco-Roman Knowledge Only" in Arizona Schools: Indigenous Wisdom Outlawed Once Again, Rethinking Schools. Students at Tucson High School in Arizona, part of Tucson Unified School District's highly successful Mexican American Studies (MAS) K-12 program, the largest in the nation, are taught Indigenous concepts, including Panche Be (seek the root of the truth), and the Aztec and Maya calendars. The author speaks to the students about the relationship among In Lak Ech, Panche Be, and Hunab Ku. Hunab Ku is a beautiful Maya philosophy and human rights ethos based on maize. It affirms, contrary to what is taught in most schools, that the ancient peoples of this continent were not savage, that they clearly understood how the universe functions and what it means to be a human being. Not coincidentally, MAS students, many of whom were doing poorly in school prior to entering this program, consistently outperform their peers academically. The program claims a high rate of college-bound graduates. However, Arizona's State Superintendent of Schools Tom Horne has declared, via the passage of HB 2281, that Indigenous peoples and Indigenous knowledge are (still) not part of Western civilization. Horne engineered the passage of a state law that seeks to ban the teaching of ethnic studies by withdrawing its funding. This is the same state that just passed and signed into law SB 1070, racial profiling legislation that primarily targets those who appear to be Mexicans or Central Americans and are thus suspected of being "illegal aliens." Despite the success of the MAS program, Horne has long expressed the view that the only facts and ideas that should be taught in Arizona schools are those that originated in "Western or Greco-Roman" civilization. Although his bill affects the whole state, his actual target has long been Tucson's program. By targeting Mexican American studies, Horne also sets himself up as the chief arbiter of what is and is not Indigenous knowledge.   [More]  Descriptors: Ethnic Studies, Mexican American Education, American Studies, Indigenous Knowledge

Beutler, Margot E.; Briggs, Marnie; Hornibrook-Hehr, Debra; Warren-Sams, Barbara (1998). Improving Education for Immigrant Students: A Guide for K-12 Educators in the Northwest and Alaska. This guide provides educators with information and resources for gaining a better understanding of immigration and the immigrant experience and suggests strategies and techniques to meet the educational needs of immigrant students within regular classrooms. The first section provides a brief overview of the history and current status of immigration in the United States, including current immigration law. A chart summarizes major actions affecting U.S. immigration by decade. The second section presents information to counter current misperceptions about immigration and immigrants. The third section contains information on the immigrant experience, the diverse backgrounds of major immigrant groups in the Northwest and Alaska, and an overview of refugee groups in the Northwest and Alaska. The last section provides overall strategies for better serving the needs of immigrant student and specific strategies related to intercultural communication, evaluating students on an individual basis, English language development, family involvement, and undocumented students. Checklists for measuring the immigrant-friendliness of classroom and school are included. An extensive resource section is divided into the following categories: general, facilitating student success, multicultural education, organizational, and online. (Contains 116 references categorized as general, Asia, former Soviet Union, Latin America, and sources for the "Myth and Reality" section.)   [More]  Descriptors: Acculturation, Civil Rights, Cultural Awareness, Cultural Differences

Leave a Reply

Your email address will not be published. Required fields are marked *