Bibliography: Immigrant Rights (page 34 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 Montpelier. Vermont State Dept. of Education, Francesco Isgro, Jessica Koepplinger, Charles Kamasaki, Lawrence H. Fuchs, Annette Palmer, Hamilton (Ontario). Canadian Centre for Occupational Health and Safety, Frank Aquila, Sharon Langemach, and Los Angeles. Asian American Studies Center. California Univ..

Vermont State Dept. of Education, Montpelier. (1983). Women's History Curriculum Resource Packet. These resources, designed for recognizing Women's History Week in Vermont elementary and secondary classrooms, are suitable for use nationwide. Oral history materials include recommended strategies for conducting oral history projects, a list of general interview questions, sample questionnaires for interviews concerning women's work and immigrant women, and follow-up information on recording oral history. Teacher background information and a timeline of Future Homemakers in American history are provided as resources for encouraging a discussion of women in the context of homemaking and consumer education. An index of American women contains references to over 200 women, living and dead, who have made contributions to American society in the arts, politics and government, education, economics, and civil rights. An annotated bibliography of women's history materials in the Vermont Department of Education Sex Equity Library contains 13 citations. A second bibliography on women in Vermont from 1800-1920 contains over 100 citations divided into categories on family life, education, religion, work, women's rights, and medicine. A list of 20 facts on women workers from the U.S. Department of Labor provides a point of departure for discussion of women as an economic force. A final list contains resource organizations in Vermont.   [More]  Descriptors: Annotated Bibliographies, Civil Rights, Consumer Economics, Elementary Secondary Education

Isgro, Francesco (1984). Legal Report: Review of Significant Immigration Cases Decided by the Federal Courts in 1984, Migration Today. Reviews significant decisions of the lower federal courts in 1984 affecting the field of immigration, nationality law, and the rights of aliens. Decisions reviewed cover these topics: asylum and withholding of deportation; waivers of inadmissibility; suspension of deportation; adjustment of status; students; visas; deferred action; aliens' rights; advance parole; and boat seizure. Descriptors: Court Litigation, Federal Courts, Immigrants, Undocumented Immigrants

California Univ., Los Angeles. Asian American Studies Center. (1993). The State of Asian Pacific America: Policy Issues to the Year 2020. A Public Policy Report. Nineteen chapters consider major public policy implications for demographic projections of the Asian Pacific American population to the year 2020. A preface by D. T. Nakanishi and J. D. Hokoyama introduces the studies. Policy recommendations from the Asian American Public Policy Institute follow, recommending multiculturalism and intracultural sensitivity, extending civil rights concepts to Asian Americans, and expanding programs for Asian immigrants. The following essays are included: (1) "An Overview of Asian Pacific American Futures: Shifting Paradigms" (S. Hune); (2) "The Growth of the Asian Pacific American Population: Twenty Million in 2020" (P. Ong); (3) "Exclusion or Contribution? Education K-12 Policy" (P. N. Kiang and V. W.-F. Lee); (4) "Trends in Admissions for Asian Americans in Colleges and Universities: Higher Education Policy" (L. L.-C. Wang); (5) "Health Care Needs and Service Delivery for Asian and Pacific Islander Americans: Health Policy" (T. Guillermo); (6) "The Changing Asian American Population: Mental Health Policy" (S. Sue); (7) "Asian American Arts in the Year 2020: Arts Policy" (G. D. Yoshitomi); (8) "Is There a Future for Our Past? Cultural Preservation Policy" (F. S. Odo); (9) "Making and Remaking Asian Pacific America: Immigration Policy" (B. O. Hing); (10) "Work Issues Facing Asian Pacific Americans: Labor Policy" (P. Ong and S. J. Hee); (11) "Legal and Civil Rights Issues in 2020: Civil Rights Policy" (W. R. Tamayo); (12) "The Case of the Southeast Asian Refugees: Policy for a Community At-Risk" (N. Le); (13) "Empowering Our Communities: Political Policy" (S. Kwoh and M. Hui); (14) "Out of the Melting Pot and into the Fire" (M. Omi); (15) "Asian Pacific Islanders and the Glass Ceiling–New Era of Civil Rights Activism? Affirmative Action Policy" (H. Der); (16) "Language Rights Issues to the Year 2020 and Beyond: Language Rights Policy" (K. K. Imahara); (17) "Meditations on the Year 2020: Policy for Women" (E. H. Kim); (18) "Will the Real Asian Pacific American Please Stand Up? Media Policy" (D. Y.-M. Wong); and (19) "South Asians in the United States with a Focus on Asian Indians: Policy on New Communities" (S. Mazumdar). An appendix lists specific policy recommendations. Descriptors: Asian Americans, Civil Rights, Cultural Awareness, Demography

Canadian Centre for Occupational Health and Safety, Hamilton (Ontario). (1989). Literacy and the Right To Know. A Workshop (Hamilton, Ontario, Canada, April 18-19, 1989). A workshop on Literacy and the Right to Know discussed the problems of illiteracy on the job, especially in the context of teaching workers about job hazards. Participants approached the topic from a number of angles: the dimensions of the problem of literacy in workplaces; the impact of Right-to-Know legislation; the role of training and evaluation in the Right-to-Know legislation, and various alternatives to compensate for a lack of language skills. The workshop featured an open panel discussion that included presentations by Gord Nore, Training Manager for Learning in the Workplace at Frontier College; John Woodcroft, Supervisor of Operating Services at the Lake Erie Works of Stelco Steel; Peter Doering, Business Representative for the United Brotherhood of Carpenters and Joiners of America; and Doug Felice, Regional Representative of the Workers' Health and Safety Centre. Participants agreed that, although illiteracy and language difficulties are problems in Canadian workplaces, they are attributable as much to a changing world as to any other cause. The great loss in worker potential due to illiteracy and language difficulty was another area of agreement. Participants also agreed that certain segments of the population–for example, Native Americans and new immigrants–have special needs, and that certain literacy tests are unfair to such people because of the cultural biases they contain. Much discussion focused on the Workplace Hazardous Materials Information System, because of which thousands of workers are being subjected to training for the first time in their working lives and many find it a very uncomfortable experience. The workshop also contained reports from four groups: management (Doug Maurich); professionals (Judy Ann Roy); labor (Peter Doering); and government (Lillian Vine). (A list of workshop participants and their affiliations is included.)   [More]  Descriptors: Accident Prevention, Adult Basic Education, Adult Literacy, Basic Skills

Seiferth, Berniece B. (1984). Censorship: Challenges, Concerns and Cures. While censorship pressures emanate from all points on the political spectrum at different times, the current censorship movement comes mostly from political conservatives. Censorship efforts by the Reagan administration include barring entry of foreign speakers whose views do not coincide with those of the administration, inhibiting the free flow of films between Canada and the United States, denying press coverage for controversial administration actions such as the invasion of Grenada, and enlarging the number of documents classified as secret. Social studies topics considered unacceptable by some present-day censor groups include women's suffrage, civil rights, America as a nation of immigrants, American Indian experiences, Watergate, slavery, and global education. These efforts by the present administration and private groups have serious implications for social studies education, which emphasizes the development of students' awareness of and ability to deal with social issues. Several techniques are open to social studies teachers trying to eliminate censorship in the classroom. Among these are awareness of teacher self-censorship, respect for parents' rights, and encouragement of a clearly stated district policy on censorship. Descriptors: Academic Freedom, Censorship, Classroom Environment, Controversial Issues (Course Content)

Adamson, Lynda G. (1998). Literature Connections to American History, K-6: Resources to Enhance and Entice. More than 2,600 historical fiction novels, biographies, history trade books, CD-ROMs, and videotapes published between 1990 and 1998 are listed in this resource guide designed for teachers and librarians. The guide allows educators to easily locate quality materials to supplement U.S. history courses. Titles are listed first, according to grade levels within specific geographical time periods, and further organized according to product type. Eras outlined in the guide include: "North America before 1600"; "The American Colonies, 1600-1774"; "The American Revolution, 1775-1783"; "The Early United States, 1784-1814"; "The Settling of the West, Native Americans, and Sea Journeys, 1775-1916"; "Immigrants and Multicultural Heritages, 1814 to the Present"; "Slavery, Abolitionism, and Women's Rights, 1814-1865"; "The Civil War 1861-1865"; "Reconstruction, the Progressive Era, and the Early Twentieth Century, 1866-1916"; "World War I and the Depression, 1917-1941"; "World War II, 1941-1945"; "The Mid-Twentieth Century, 1946-1975"; and "Since 1975." Annotated bibliographies describe each title including publication information, and awards won. An author/illustrator index, title index, and subject index conclude the guide. Descriptors: Annotated Bibliographies, Childrens Literature, Curriculum Enrichment, Educational Resources

Adamson, Lynda G. (1998). Literature Connections to American History, 7-12: Resources to Enhance and Entice. More than 3,300 historical fiction novels, biographies, history trade books, CD-ROMs, and videotapes published between 1990 and 1998 are listed in this resource guide designed for teachers and librarians. The guide allows educators to easily locate quality materials to supplement U.S. history courses. Titles are listed first, according to grade levels within specific geographical time periods and further organized according to product type. Eras outlined in the guide include: "North America before 1600"; "The American Colonies, 1600-1774"; "The American Revolution, 1775-1783"; "The Early United States, 1784-1814"; "The Settling of the West, Native Americans, and Sea Journeys, 1775-1916"; "Immigrants and Multicultural Heritages, 1814 to the Present"; "Slavery, Abolitionism, and Women's Rights, 1814-1865"; "The Civil War 1861-1865"; "Reconstruction, the Progressive Era, and the Early Twentieth Century, 1866-1916"; "World War I and the Depression, 1917-1941"; "World War II, 1941-1945"; "The Mid-Twentieth Century, 1946-1975"; and "Since 1975." Annotated bibliographies describe each title including publication information, and awards won. An author/illustrator index, title index, and subject index conclude the guide. Descriptors: Adolescent Literature, Annotated Bibliographies, Childrens Literature, Curriculum Enrichment

Fuchs, Lawrence H. (1995). The American Civic Culture and an Inclusivist Immigration Policy. The evolution of an inclusivist immigration and naturalization policy in the United States is described. The policy, implicit in the founding myth of the United States as a haven for all, has been challenged repeatedly by ideas of national membership, and is only possible because of the American principles of universal rights. The founding ideals of the country generally accepted Europeans regardless of nationality in spite of the restrictions imposed in a few of the fledgling states. This inclusivist tradition was, however, never intended for people of color. An exclusivist tradition fed by the xenophobia of the post-World War I era was broadened to put immigration on a racist basis in the 1920s. The civil rights revolution put a spotlight on that racism and resulted in a welcome given immigrants in the 1970s and 1980s that was fundamentally different from that of earlier years because Americans were beginning to value ethnic diversity. While social critics may claim that racism has gotten worse since the death of John F. Kennedy, a review of immigration policy does not support this contention. The principles of civic culture and voluntary pluralism, while still under attack, have gained the ascendancy. (Contains 90 references.) Descriptors: Civics, Civil Rights, Cultural Pluralism, Culture

Gandara, Arturo (1977). The Chicano/Illegal-Alien Civil Liberties Interface. The illegal Mexican migration to the U.S. has resulted in judicial and statutory responses that have constrained the constitutional and civil rights of Chicanos. The Supreme Court, in its concern for stopping the flow of illegal immigrants, has ruled in U.S. v. Martinez-Fuerte that it is not a constitutional violation to refer motorists to a secondary inspection location at a permanent border patrol checkpoint even if such referral is based largely on a Mexican appearance or lacks any reasonable suspicion. The discriminatory effect of such a policy will fall upon the Chicano. The Carter plan to add border patrolmen and reorganize the border patrol's resources for greater effectiveness will only multiply the discriminatory incidents if the inspection policy is unchanged. The Carter plan should provide a change in the inspection policy which will accord Chicanos the same rights to unfettered passage that is accorded to other non-Mexican looking citizens. Likewise, the Carter plan which involves sanctions against employers who engage in a pattern or practice of hiring illegal aliens is unbalanced in that it is inadequate in its protection against employment discrimination surely to be suffered by Chicanos and legal Mexican aliens. The Carter plan should include specific statutory protection for Chicanos and legal Mexican aliens against employment discrimination by all employers. Such statutory protection should include authorization for the recovery of attorney's fees for plaintiffs seeking the law's protection. Descriptors: Civil Liberties, Court Litigation, Discriminatory Legislation, Equal Opportunities (Jobs)

Aquila, Frank (1975). Laws, Ruling Set Bases for Bilingual Programming. This document provides a detailed discussion of two laws and three court cases affecting the education of non-English speaking children. Title VI of the Civil Rights Act of 1964 addresses equal education opportunities for all Americans. The Four Point Memorandum issued by the Department of Health, Education and Welfare specifically deals with discrimination and denial of services on the basis of national origin. The Lau vs. Nichols legal case was filed in San Francisco to protect the rights of Chinese speaking students who were not receiving adequate education because of their ability to speak English. This landmark case in the movement for equal educational opportunity for non-English speaking people considered to have spurred bilingual education programming. The Serna vs.  Portales case continued the push for bilingual education by directing its efforts to Spanish-speaking persons in New Mexico. A court evaluation of the merits of bilingual/bicultural education concluded that (1) bilingual education was the best way of meeting the needs of the Spanish-speaking children, and (2) ordered an expansion of these services. The Aspria et al vs. the Board of Education case was brought to court in the interests of youngsters born in Puerto Rico or recent adult immigrants who are also parents. The Aspira decision led to a consent decree signed by both parties to provide bilingual programming for New York City children needing help in language.   [More]  Descriptors: Asian Americans, Biculturalism, Bilingual Education, Bilingual Schools

Langemach, Sharon; Koepplinger, Jessica (1982). Guide for Migrants in the State of Illinois = Guia para Migrantes en el Estado de Illinois. Prepared for migrant farmworkers traveling in the State of Illinois, the booklet, written in English and Spanish, provides basic information on (1) employment conditions–requirements of crew leaders and employers, deductions from wages, and laws regulating child labor; (2) housing–conditions of the camp grounds and of living units; (3) pesticides–possible poisoning symptoms and what to do and pesticide safety tips; (4) food stamps–their purpose, important facts to know about food stamps, and where to obtain further information or help in processing the application for food stamps; (5) social security–its purpose and where to obtain more information or help in applying for a social security number, a replacement card, or benefits; (6) immigration–categories of immigrants and length of time and costs for processing papers; and (7) legal rights when arrested–what to do when stopped by a policeman and the migrant's rights if arrested. A toll-free number where migrants can obtain emergency assistance anywhere in the U.S. is provided. A brief discussion of the Illinois Migrant Council (IMC), addresses and phone numbers of the 10 IMC offices, and a map indicating the approximate location of the IMC offices within the State conclude the booklet. Descriptors: Child Labor, Civil Rights, Due Process, Employment Practices

Perotti, Antonio (1991). Action to Combat Intolerance and Xenophobia in the Activities of the Council of Europe's Council for Cultural Co-operation, 1969-1989. This report surveys the steps taken by the Council of Europe's Council for Cultural Cooperation (CDCC) to combat the increasing problem of intolerance and xenophobia in Western Europe. The outbreak of xenophobic sentiment is attributed to two facts: large immigrant communities from outside Europe have settled permanently in Europe, and there has been a mass influx of political refugees from the Asian countries. The paper suggests that immigration is not the sole explanation. The rise in intolerance is occurring at a time when the European countries are undergoing crises in urban development, education, culture, and economics. The changing ethnic composition of Europe is surveyed as are the forces that help to maintain cultural identities and those that are useful in changing cultural identities. In order to confront the needs of an ethnically diverse continent, the CDCC has proposed three main lines of thrust for educational and cultural systems: (1) the cognitive knowledge to be transmitted; (2) the abilities or skills to be fostered; and (3) a number of educational models to which prominence should be given. The report also discusses some of the many projects the CDCC has undertaken to combat intolerance and highlights the thinking emerging from the CDCC work. In this regard, four specific areas are discussed: the revision of history teaching, media education, teaching and intercultural education, and education in human rights and democratic values. One hundred and ten endnotes are listed and a selected bibliography of texts and studies on human rights education in schools is included. Descriptors: Civil Liberties, Cultural Education, Educational Objectives, Ethnic Bias

Borman, Kathryn M., Ed.; Cahill, Spencer E., Ed.; Cotner, Bridget A., Ed. (2007). The Praeger Handbook of American High Schools. Volume 3, Praeger. The Praeger Handbook of American High Schools contains entries that explore the topic of secondary schools in the United States. Entries are arranged alphabetically and cover topics as varied as assessment to the history of the American high school, from attention-deficit/hyperactivity disorder to gay and straight student alliances, from the No Child Left Behind Act and state-mandated tests to student engagement, from proms to violence. All entries are cross-referenced for the reader's convenience, and there is a comprehensive index. Over 100 people from diverse fields including anthropology, education, measurement and research, psychology, and sociology, among other disciplines, contributed to the handbook. This work also contains documents that are critical to an understanding of the development of the American high school historically and as an institution bound by legal constraints. Legislative acts, such as the Civil Rights Act of 1964 and more recently the No Child Left Behind Act of 2001, as well as U.S. Supreme Court cases, such as Brown v. Board of Education of Topeka, Kansas and Zelman, Superintendent of Public Instruction of Ohio, et al. v. Simmons-Harris et al. are some examples included in the handbook of documents that have shaped education in the United States. This handbook is an important resource for all who require information about this critically important American institution. The reader will find cross-disciplinary coverage of such issues as the development and change in the organization and structure of the high school as an institution. In addition, the experiences of students in high school and the long-term effects of high school will be covered. It is hoped that The Praeger Handbook of American High Schools will be an essential reference for scholars and students in a variety of fields of study, including education, anthropology, history, political science, psychology, and sociology, and could serve as a supplementary text in courses on the social foundations of education and the anthropology and sociology of education. High school students, teachers, and administrators will also find it an attractive reference for class papers and projects, and for addressing practical issues and concerns. It will also be an important resource for policy makers, advocates, and the general public interested in a variety of educational and social issues. This volume contains the following: (1) Preface; (2) Introduction; (3) List of Documents; and (4) U.S. Supreme Court Cases.   [More]  Descriptors: High Schools, Court Litigation, School Segregation, Compulsory Education

Palmer, Annette (1983). Afro-Caribbean Women in the United States: Images and Reality. Most American-born (or native) blacks think of Afro-Caribbean women as clannish, thrifty to the point of greed, constant strivers, uninvolved in civil rights and women's rights activities, and believing in stereotypes of native blacks' inferiority. These images are tied to the Afro-Caribbean woman's immigrant status. As a foreigner, she constantly strives for financial security and to achieve goals which were the motives of immigration. The Afro-Caribbean woman has little time for or understanding of community activities. She develops most of her images from the media and believes that through hard work, the "American Dream" can be hers or her children's. Early socialization also influences her images. On arrival, she lives in poor black or Hispanic neighborhoods and has a low-status job. These facts, coupled with exposure to the belief that the city is to be feared, lead her to fear her neighbors. Divide-and-rule tactics in the workplace often reinforce the belief that she is superior to American-born blacks. Furthermore, ignorance of American segregation patterns leads to actions which a native black might not even consider. Thus, conflicts and misunderstandings arise between native blacks and Afro-Caribbean women because each has images of the other which do not coincide with reality.   [More]  Descriptors: Blacks, Cultural Awareness, Cultural Differences, Cultural Images

Yzaguirre, Raul; Kamasaki, Charles (1992). Hispanic Human Rights Goals for the 1990s, Journal of Intergroup Relations. Describes experiences of Hispanic Americans with respect to the civil rights enforcement system. Suggests some goals to help ameliorate problems that Hispanic Americans face, and explains why human rights professionals should help turn these goals into programs and policies and address the enormous discrimination faced by Hispanic Americans. Descriptors: Affirmative Action, Civil Rights, Civil Rights Legislation, Equal Education

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