Bibliography: Immigrant Rights (page 38 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 Washington Congress of the U.S., Yaacov Iram, Leroy V. Goodman, Seymour Martin Lipset, Paul Chambers, Blythe F. Hinitz, Shirley Brice Heath, Carol West Suitor, Elizabeth Higginbotham, and Aline M. Stomfay-Stitz.

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1987). A Compilation of Federal Education Laws: Volume II–Elementary and Secondary Education, Education of the Handicapped, and Related Programs. As Amended through December 31, 1986. The compilation provides the full texts of federal legislation related to elementary secondary education and education of the handicapped and related programs. The following statutes are included: "Act of November 2, 1921" (Snyder Act); "Act of April 16, 1934" (Johnson-O'Malley Act); "Adult Education Act"; "Allen J. Ellender Fellowship Program"; "Anti-Drug Abuse Act of 1986, Title IV"; "Bilingual Education Act"; "Developmental Disabled Assistance and Bill of Rights Act, Section 204"; "Education Amendments of 1978, Title XI–Indian Education"; "Education Consolidation and Improvement Act of 1981"; "Education for Economic Security Act"; "Education of the Deaf Act of 1986"; "Education of the Handicapped Act"; "Elementary and Secondary Education Act of 1965"; "Emergency Immigrant Education Act of 1984"; "Federal Property and Administrative Services Act of 1949"; "Handicapped Children's Protection Act of 1986"; "Human Services Reauthorization Act (Title IX)"; "Indian Education Act"; "Indian Education Assistance Act"; "Indian Elementary and Secondary School Assistance Act"; "Indian Self-Determination and Education Assistance Act"; "Library Services and Construction Act"; "National Commission on Libraries and Information Sciences Act"; "Omnibus Budget Reconciliation Act of 1981, Section 505"; "Public Law 95-134" (Consolidated Grants to Insular Areas); "Public Law 815, 81st Congress" (Impact Aid); "Public Law 874, 81st Congress" (Impact Aid); "Refugee Education Assistance Act of 1980"; and "Women's Educational Equity Act of 1978."   [More]  Descriptors: Adult Education, American Indian Education, Bilingual Education, Deafness

Okura, K. Patrick (1978). Asian Pacific American Mental Health Needs for the Future. This paper focuses on the problems of discrimination and disadvantagement faced by Asian and Pacific Americans. It is argued that discrimination and institutional racism have a negative effect on the mental health of this minority group. Recommendations made by a subpanel to the President's Commission on Mental Health to deal with these problems are outlined. They include: (1) provisions in mental health policies to acknowledge the unique cultures, languages, and lifestyles of Asian and Pacific Americans; (2) the enactment of an income maintenance program; (3) repeal of discriminatory legislation; (4) equity for immigrants and refugees coming to the United States; (5) recognition of the rights of Asian and Pacific American patients in health and mental health settings; (6) the enactment of a bill to establish a Division for Minority Group Mental Health Council and other advisory bodies; and (8) the allocation of funds for the development and support of bilingual and bicultural rehabilitation programs for Asian and Pacific Americans with developmental needs. Descriptors: Asian Americans, Cultural Differences, Disadvantaged, Educational Needs

Tomasi, Lydio F. (1973). The Ethnic Factor in the Future of Inequality. The paper analyzes how the attempt to assimilate ethnic groups into American society has contributed to social, economic, and political inequality. The hypothesis is that the official model of classical sociology has blinded us to a vast range of social phenomena which must be understood if we are to cope with the problems of contemporary America. While not often explicit, the American ideal that ethnic groups should be incorporated into the melting pot has created a society in which many observable forms of inequality are perpetrated. This stratification analysis extends the concept of poverty beyond the narrow limits of income to include political and personal relations. Among issues addressed are immigrant history, social acceptance, power and elitist vs. minority perspectives on education, religion, opportunity, and self-concept. A theory of ethnicity is advanced which explains ethnic identification as an integration of belongingness, self-esteem, the need for community relationships, symbolic interaction, and human understanding. The conclusion is that the ultimate aim of social policy in a democracy is to eliminate various forms of institutionalized inequalities rather than ethnicity, which is a basic right. References are included in the document. Descriptors: Cultural Background, Cultural Influences, Cultural Pluralism, Ethnic Groups

York Borough Board of Education, Toronto (Ontario). (1977). The Report of the Work Group on Multiculturalism. The report on the impact of multiculturalism on the education system in the Borough of York (Ontario) summarizes findings of a two year study and provides recommendations to enhance multiculturalism in education. The report is presented in six chapters. Chapter I explains the work group task and method of inquiry and identifies work group participants. Chapter II presents a Canadian perspective on multiculturalism, followed by a profile of cultures in the Borough of York in chapter III. Chapter IV discusses the work group's interpretation of multicultural education. Multicultural education is perceived to value the presence of many cultures, human rights, social justice, and alternative life choices for all people. Chapter V, the bulk of the report, examines and presents recommendations on six issues related to multiculturalism: (1) a nondiscriminatory school and community environment; (2) retention of culture and language; (3) curriculum for multiculturalism; (4) immigrant students; (5) staffing and teacher preparation for a multicultural school population; and (6) government role in multiculturalism. Chapter VI offers guidelines for implementing the recommendations of the report, including establishment of an implementation committee with duties in areas of coordination, reporting, cost analysis, and evaluation. The appendix lists organizations, institutions, government agencies, and individuals who submitted information to the work group on multiculturalism or responded to the draft report. Descriptors: Bilingual Education, Community Involvement, Cross Cultural Training, Cultural Differences

Heath, Shirley Brice (1977). Our Language Heritage: A Historical Perspective. The Language Connection: From the Classroom to the World. ACTFL Foreign Language Education Series, Vol. 9. Examination of the historical facts surrounding the American linguistic heritage and application of theories of language policy and planning may help to clarify possible future directions for the role of language not only in the classroom but in the pluralistic cultures of the United States and the world. The need to revitalize the bilingual tradition in the United States has brought forth questions regarding the role of linguistic uniformity in national unity. Both the maintenance of languages other than English among ethnic groups and the teaching of foreign languages to native Americans are central policy issues. The centrality of language in social, political, and ideological issues accounts for both the frequency and intensity of language heritage debates. There has been a lack of attention to specific language policy in the United States. The Civil Rights Act of 1964 and the Bilingual Education Act in 1967 promoted recognition of the educational role of languages other than English for ethnic groups. Colonial and early national proposals, court cases concerning language and educational policies, developments concerning the education and socioeconomic and political status of immigrants, academic approaches to modern language teaching, and practical benefits of foreign language study in the second half of this century are considered. Descriptors: Bilingual Education, Bilingualism, Cultural Influences, Educational History

Wannamaker, Hallie Ann (1996). Ready-to-Use Multicultural Activities for the American History Classroom: Four Centuries of Diversity from the 1600s to the Present. This classroom resource guide provides U.S. history teachers in grades 7-12 with 130 ready-to-use activities that build understanding and appreciation of diverse peoples and points of view regarding historical events. This guide is organized into four sections and printed in a spiral-bound format that folds flat for photocopying. The sections focus on U.S. history from the 1600's through the 1900's and include a brief teacher's guide, bibliography, and chronology of major events followed by a series of activities. Section 1 (the 1600s) contains 20 activities focusing on the Native American civilizations before European cultures arrived, the experiences of European immigrants before and after their journeys, and economic class tension. Section 2 (the 1700s) provides 30 activities about the role of women in the War of Independence, the development of the Constitution and the Bill of Rights, and the depth and influence of Native American philosophy. Section 3 (the 1800s) offers 40 activities based on a century characterized by tremendous physical growth and industrialization, important historical figures such as Lewis and Clark, Sacagawea, and Frederick Douglass, and the Civil War. Section 4 (the 1900s) features 40 activities on World War I, World War II, Vietnam, women's progress toward equality, and the impact of multiculturalism on today's society. Descriptors: Cultural Context, Cultural Pluralism, History Instruction, Multicultural Education

Department of Labor, Washington, DC. (1985). The United Nations Decade for Women, 1976-1985: Employment in the United States. A Report for the World Conference on the United Nations Decade for Women 1976-1985. The employment experiences of women in the United States between 1976 and 1985 are discussed generally in this report. Following a summary of major developments, the report is divided into six parts. The first part describes the economic aspects of changes in womens' economic status. Their labor force status is assessed and characteristics of women in the workplace and other labor force segments e.g., business ownership, farm work, apprenticeship, are described. Part 2 summarizes Federal policy developments that have addressed issues such as equal employment opportunity, access to better jobs, education and job training, pay equity, retirement programs, policy support for day care services, pregnancy and work, occupational safety and health, sexual harassment, equal rights, and international policies regarding women. Part 3 reports on Women's Bureau research activities dealing with the impact of technological change on women's employment opportunities; needs of immigrant, refugee, and entrant women; career transitions of women in professions; the impact of job dislocation; and the effect of military service on post-service employment of women. Part 4 reports on the work done by the Women's Bureau to expand women's employment opportunities and to strengthen its cooperation with other government departments and agencies. Part 5 lists the activities of nongovernmental organizations concerned with women's needs. Finally, Part 6 makes projections about the future in terms of the labor force, educational requirements, training needs, and public policy. Appended are labor force data, a list of key provisions in Federal legislation and regulations affecting women, and selected references.   [More]  Descriptors: Agency Cooperation, Economic Status, Elementary Secondary Education, Employed Women

Lipset, Seymour Martin (1974). Opportunity and Welfare in the First New Nation. During the first half of the nineteenth century, the aristocratic, monarchical, and oligarchic societies of Europe were anathema. From the nineteenth century down to the present, a much larger percentage of the appropriate age population has attended secondary schools and institutions of higher education here than elsewhere. Most noteworthy of all has been the stress on equality of opportunity. The spread of the common school idea included a practice which would have far-reaching consequences. These schools, designed in part to Americanize the immigrant and to "civilize" the lower classes, knowingly set their educational sights at the levels of the culturally deprived. In a sense, they consciously lowered standards, or rather educational aspirations, from the levels upper-middle-class children could attain so as to make it possible for those of "deprived background" to catch up. By going slowly at the elementary and high school levels, the U.S. system permits many more to enter an institution of higher education. The gradual acceptance of the community's responsibility for upgrading the level of life of the underprivileged in America constitutes an important shift in our values. There is, however, a more fundamental change in the making, one that is implicit in the shift in emphasis from extending opportunity rights to the individual to extending them to the group.   [More]  Descriptors: Acculturation, Educational History, Educational Opportunities, Educational Policy

Stomfay-Stitz, Aline M.; Hinitz, Blythe F. (1996). Integration of Peace Education into Multicultural Education/Global Education. This paper presents the view that prevailing resentment against new immigrants and other ethnic minorities has clarified for many educators the need for teaching all students skills to resolve conflicts and reduce violence in schools. The paper advocates that peace education be integrated with multicultural education as a way for students to learn these skills, and elaborates on a multidisciplinary approach to the integration of peace education, including links to psychology and political science. On the premise that a long-term approach to developing peacemakers and conflict resolvers is necessary, as less than half of short-term violence prevention programs have claimed to reduce violence, the paper presents an action plan which includes several approaches: (1) integration of human rights education into the social studies curriculum; (2) enhancement of classroom management/discipline systems that blend cultural diversity with peace education and conflict resolution; and (3) increased use of technology to prepare children and youth to live in harmony with a national and global diversity. A resource directory of 51 curriculum guides, literary resources, and classroom strategies is appended. Contains 35 references.   [More]  Descriptors: Classroom Environment, Classroom Techniques, Conflict Resolution, Elementary Secondary Education

Swedish Inst., Stockholm. (1984). Primary and Secondary Education in Sweden. Fact Sheets on Sweden. In addition to giving pertinent historical background, this document describes the current educational system in Sweden. Specifically described are reform efforts since World War II; responsibilities of the federal, county and municipal governments; features held in common by schools in the municipalities; organization and curriculum of compulsory and upper secondary schools; and structure and training of school staff. School administration and finance, curriculum, school year schedules, marks and examinations, and the organization of the school's work are described for both compulsory and upper secondary schools. Other features of Swedish schools discussed include the following: emphasis on practical working life orientation throughout schooling; bilingual programs for immigrant children; foreign language instruction; remedial teaching for children with academic or socially related school difficulties; free activity periods (sometimes organized within an integrated school day); students' option of delaying enrollment in upper secondary school; the right of employee organizations to influence school decisions; and the youth guarantee (which guarantees educational and vocational training for youth between the ages of 16 and 18 who are neither attending upper secondary school nor permanently employed).   [More]  Descriptors: Bilingual Education, Compulsory Education, Curriculum, Educational Change

Higginbotham, Elizabeth (1982). The Struggle To Survive: Work for Racial Ethnic Women in the 18th- and 19th-Century United States. The work situations of Black, Mexican American, and Chinese immigrant women in 18th- and 19th-century United States are explored. Generally, when engaged in agricultural work, all ethnic people were considered units of labor. However, because the slave owner needed to perpetuate his property, Black women were allowed lower rates of production when bearing and nursing children. After freedom, sharecropping created the same situation; although Black women attempted to perform domestic chores for their own families, landowners demanded that they work in the fields. In industry, the need for cheap labor created the influx of Chinese male workers, most of whom left their families in China. The majority of Chinese women who came to the United States engaged in prostitution. Since the pay of Chinese men was low, a prostitute's pay was also low. Also, Chinese women were always vulnerable to sexual exploitation. Similarly, with the loss of their land rights, Mexican Americans were also forced into the labor system. To supplement poor pay, the women had to work as domestics and as singers and dancers. In all cases, labor which would specifically benefit the family was done after obligations to the commercial market were met.   [More]  Descriptors: Blacks, Chinese Americans, Employed Women, Ethnic Groups

Iram, Yaacov (1987). Parents' Involvement in Curricular Decisions–The Case of the "Supplementary Programmes" in Israel. Parents' involvement in their children's schooling can be justified on various ideological, psychological, philosophical, and educational grounds. Two dominant attitudes prevail toward parent participation: (1) the authoritarian-paternalistic view featuring a one-way teacher-parent relationship; and (2) the parents-as-equal-partners view. The first approach predominates when parents are immigrants. Although parents often become actively involved with controversial social and political issues, their participation is usually limited to extracurricular activities, PTA, and social entertainment programs. Curricular matters are left to teachers and administrators. This paper aims to analyze and interpret Israeli parents' involvement in curricular decisions in two cases: (1)"Supplementary Programmes," a provision of the State Education Law of 1953 granting parents the right to determine 25 percent of their children's school curriculum; and (2) school desegregation, a 1968 policy designed to promote integration of school children of diverse ethnic origins. While parents have been actively involved in school integration, they have generally not chosen to influence curriculum content, aims, methods, or teaching staff and administrators. A few notable exceptions are listed, including the founding of traditional nonorthodox schools, reinforcement of Judaic studies in certain religious state schools, and the founding of a school geared to labor movement values. Clearly, the pattern of parental school involvement in Israel needs to be radically transformed from paternalism to a more mutually interactive approach. A new Ministry of Education and Culture committee has recommended four strategies for change. Included are 25 references.   [More]  Descriptors: Cultural Differences, Curriculum Development, Elementary Secondary Education, Foreign Countries

Eliades, Darby C.; Suitor, Carol West (1994). Celebrating Diversity: Approaching Families through Their Food. This book is designed to help nutrition educators communicate with an increasingly diverse clientele on issues related to food and nutrition, presenting strategies and ideas that can be used with families from various cultural backgrounds. Chapter 1 addresses the changing cultural demographics in the United States and the relationship between culture and food. Chapter 2 focuses on techniques for using food stories and recipes to open dialogues about nutrition. Chapter 3 examines changing food patterns among immigrants and cultural groups, while Chapter 4 discusses food availability, family traditions, status foods, traditional preparation, seasonings, frequency of consumption, health beliefs, traditional celebrations, and economics. Chapter 5 focuses on communicating with clients from different cultural groups, stressing the need to listen and observe, combine nutrition with social events, reach the right family members, and acknowledge the importance of the age and experience of family members. Chapter 6 presents strategies for working within community groups, while Chapter 7 addresses the challenges of working in a multilingual environment. Chapter 8 provides practical advice for finding out what clients are eating, sharing important nutrition messages with them, and using resources available in the community. (Contains a list of 23 resource materials.   [More]  Descriptors: Adult Education, Cultural Differences, Cultural Pluralism, Educational Attitudes

Goodman, Leroy V., Ed.; And Others (1976). A Nation of Learners. Thirty-nine articles provide a composite picture of American education as it has developed during the past 200 years. Most of the articles are written by educators. Vignettes of daily routines in a one-room schoolhouse in 1775 and a description of how a log college was built in Pennsylvania in the 1770s indicate the process and philosophy of education at that time. The struggle of women for equal rights is documented by articles about issues and significant women educators in the 18th century as well as the 20th. Education of immigrant groups, minorities, and handicapped children is discussed. Changes in school building structure from the one-room schoolhouse to the modular open classroom reflect changing theories about the nature of the educative process. History of land grant colleges and community colleges is traced, and the roles of nonpublic schools and libraries are explored. Several articles examine curriculum–arts versus science, career education–and methods of presentation such as textbooks, audiovisual instruction, cartoons, and lyrics. Recent concepts such as accountability and lifelong learning are explained.   [More]  Descriptors: Accountability, Career Education, Community Colleges, Education

Chambers, Paul (1997). California Proposition 187: Pickets and Pedagogy. The passage of California's Proposition 187 has mandated political and cultural debate in composition curriculum thus exploding the de-politicized composition classroom myth. As this anti-immigration initiative of 1994 applied to education, it most directly affected K-12, but it also represented a huge financial impact to higher education. It made undocumented immigrants ineligible for public social services, public health care, and public education at every level. Little of the heated pre-election rhetoric came from the academic community. Although the teachers' union donated $350,000 to combat 187, education's stance was not unified. The State Board of Education, for example, refused to endorse opposition. Proposition 187 passed with a 59% "yes" vote. Scores of academic senates, student groups, and professional organizations reacted with angry statements. The question is not whether 187 is right or wrong, but why there was an absence of pre-election debate. Where was the access to political discourse? Should not informed debate be a natural function of an educated society? This dialectic learning should be mirrored in a composition classroom. People should be taught that in a democracy they can have access to critical political inquiry through communication.   [More]  Descriptors: Access to Education, Affirmative Action, Educational Attitudes, Educational Discrimination

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