Bibliography: Immigrant Rights (page 45 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 Susan D. Somach, Michael Knowles, Masanori Higa, Washington Congress of the U.S., Michelle Parrini, George Rivera, Linda Chavez, Carol Johnson, Inc. Center for Literacy, and Washington American Arab Anti Discrimination Committee.

Higa, Masanori (1972). The Sociolinguistic Aspect of Japanese-Americans in Hawaii. This paper discusses the historical conditions and socio-political factors affecting the development of Japanese language schools in Hawaii. It traces the development of these schools from the time they were established to prepare Japanese children for their eventual return to Japan through years of legal battles and disfavor to the present, when the schools enjoy full rights to teach Japanese but suffer from a lack of student enthusiasm and motivation because of American acculturation on the part of the third and fourth generation Japanese-American children.   [More]  Descriptors: Acculturation, Biculturalism, Ethnic Groups, Immigrants

Nupoll, Karin, Comp. (1978). La Raza: A Selective Bibliography of Library Resources Addenda. Books, periodicals, recordings, art works, government documents, and bibliographies, dating mostly from 1960, are included in this 1978 addendum to the 1973 edition of "La Raza: A Selective Bibliography of Library Resources". Similar in format to the earlier volume, the addendum contains 1,616 non-annotated entries organized into 31 Library of Congress subject areas: Reference Materials, Agricultural Labor, Archeology/Anthropology, Art Forms, Biography/Autobiography, Chicano Lifestyle, Civil Rights, Economic/Labor Conditions, Education, Folklore, Geography, Health, Historical Emergence of the Chicano, Housing, Immigration, Language Study/Bilingualism, Law Enforcement, Literature, Juvenile Literature, Mexico, Media, Music, Recordings, Newspaper/Journal Resources, Political Rights, Religion, Philosophy, Theater Arts, La Chicana, and Third World. The sections for La Chicana and the Third World are new. Within each section entries are listed alphabetically by author and include the California State University-Northridge (CSUN) library call number. Also in each section is a list of Chicano periodical references, based on CSUN holdings, which are rarely indexed in standard sources. Articles from standard journals are not included. An alphabetical author index is included.   [More]  Descriptors: Art, Autobiographies, Bibliographies, Bilingualism

Center for Literacy, Inc., Philadelphia, PA. (1999). From Welfare to Work: Dynamic Lesson Plans for ESL Learners. Final Report. Fiscal Year 1998-99 [and] From Welfare to Work: Lessons for ESL Learners. This document combines a final project report and the resulting guidebook of 20 lesson plans for English as a second language (ESL) instructors to help learners work within the Temporary Assistance to Needy Families (TANF) system and acquire effective job readiness strategies, choose a career path, and pursue employment. The report describes the problem, goals, procedures, objectives met, evaluation instruments, and dissemination. The lessons were tested in three Center for Literacy ESL classes. Each lesson has the following components: title; brief introduction; purpose; skills stressed; materials; vocabulary; and method. In Part 1, The TANF System, there are 10 lessons on what TANF is; other supportive services; finding the county assistance office; filling out the application for benefits; agreement for mutual responsibility; meeting with the caseworker; exemptions; responsibilities while on TANF; rights of the TANF recipient; and citizenship issues. The 10 lessons of Part 2, Job Readiness Strategies, cover availability for work; choosing a career; writing a resume; reading a job advertisement; writing a business letter; calling about a job; preparing for the interview; filling out the employment application; asking and answering interview questions; and first days on the job. Appendixes provide materials required to complete the lessons. (Contains 12 references.)   [More]  Descriptors: Adult Education, Career Choice, Education Work Relationship, Eligibility

Pifer, Alan (1979). Bilingual Education and the Hispanic Challenge. The bilingual education movement, begun in the 1960's and virtually mandated by the 1974 Supreme Court Lau vs. Nichols decision, is highly controversial due to public perceptions of bilingual programs; the apparent departure from traditional school language policy; and the concept of bilingual education as a strategy for realizing the social, political, and economic aspirations of Hispanic Americans. Prior to the reauthorization of the Bilingual Education Act in 1982, supporters of bilingual education face the major challenges of educational justification of what has become a political situation and solving the many problems embedded in the movement. The strong Guidelines for the 1978 Amendments to the Bilingual Education Act will help in the areas of curriculum development, funding, and research. Undeniably, bilingual education has grown dramatically since 1968 and has been a vehicle enabling Hispanics to press for their language rights and giving them a point of entry into all other issues related to Hispanic rights and opportunities. Bilingual education will continue to be significant especially in the education of mainland Puerto Rican children returning to the island and to the children of undocumented workers from Mexico, and in helping Hispanic children in general gain essential credentials for better employment. Descriptors: Bilingual Education, Court Litigation, Educational Finance, Educational History

Utah State Board of Education, Salt Lake City. (1968). Minority Groups: A Bibliography and Supplement. The books, films, recordings, song books, and additional sources recommended in this annotated bibliography and supplement on minority groups are listed in sections intended for general reference, elementary students, secondary students, and teacher reference. Although the preponderance of sources deal with the history and culture of the American black (i.e., 110 secondary books from the series "The American Negro: His History and Literature"), the elementary section includes most minority groups and the secondary section cites 42 volumes from "The American Immigration Collection." Also included are books on constitutional rights, the nature of prejudice, teaching the disadvantaged, and Anti-Semitism.   [More]  Descriptors: Annotated Bibliographies, Anti Semitism, Audiodisc Recordings, Black Culture

Johnson, Carol (1985). American Government. A High School Bilingual Supplement for Cambodian Students. A bilingual Cambodian-English supplement designed for high school courses in American government is intended to interpret the story of government's operation in a clear and interesting way and provide a vocabulary of frequently-used words and phrases. The lessons, in both English and Cambodian, cover the following topics : American government; the development and contents of the Constitution; the process of a bill becoming law; the principles, processes, and funding of State government, services, and courts; citizens' rights; local and city government; and the processes and requirements of becoming a permanent United States citizen. Illustrations, vocabulary lists and a glossary are also included. Descriptors: Cambodians, Citizenship, Civil Liberties, Constitutional Law

Knowles, Michael (1989). The International Conference on Indochinese Refugees and Its Aftermath. Refugee Policy Group Issue Brief. A conference on Indochinese refugees, attended by representatives of Southeast Asian countries of first asylum and Western resettlement countries, has developed a Comprehensive Plan of Action (CPA) prescribing new measures to address continuing emigration from Vietnam and Laos. The CPA calls for the following measures: (1) controls on departures from Vietnam; (2) an expanded Orderly Departure Program for legal exit from Vietnam; (3) guarantees for safe arrival and humane treatment of asylum seekers by neighboring countries; (4) a regional refugee status determination process; (5) continued resettlement abroad for those accorded refugee status; and (6) the return of nonrefugees to their countries of origin. The first asylum countries protested the economic and security burdens imposed by immigration, and emphasized that all asylum seekers should be resettled outside the region or returned to their countries of origin. Vietnam asserted that warfare and economic isolation have destroyed the country's economy, affirmed the right for their citizens to emigrate, and opposed involuntary return. The Western resettlement countries emphasized the need to preserve first asylum in the region and to regularize timely legal departure, but protested involuntary return. Nongovernmental organizations (NGOs) from Europe, North America, and Australia called for protection of the rights of refugees while working to improve conditions in Vietnam. The following implementation issues require further attention: (1) safe arrival; (2) refugee status determination; (3) safe return; and (4) orderly departure. Descriptors: Immigrants, Laotians, Migration, Policy Formation

Bystydzienski, Jill M., Ed.; Resnik, Estelle P., Ed. (1994). Women in Cross-Cultural Transitions. This series of 14 essays focuses on experiences of women who have made cross-cultural transitions. Cross-cultural transitions refer to moving across cultures, usually from one country to another or across subcultures within one society. The essays document what individual women perceived, how they felt when in the process of moving from one culture to another, and what the consequences of the transition were for them. This volume presents common themes and issues raised by accounts of cross-cultural transition. Women's experiences, collectively, differ from men's due to socialization. There are three parts in the volume. Part 1, "Reflections of Mature Women," contains the following essays: (1) "Parental Variations in a Hungarian Immigrant Experience" (Marga Kapka); (2) "Proud to Be a Japanese-American" (Jean Umemura); (3) "A Francophone Korean in America" (Irene Kwanghye Lee Olivier); (4) "A Palestinian's Struggle with Cultural Conflicts" (Rima Najjar); (5) "A Zanzibari Woman's Realization of Her Mother's Dream" (Alwiya S. Omar); (6) "Exploring Cultural Homelessness: At Home Here, There, and Nowhere" (Mercedes Morris Garcia); and (7) "Lost and Found" (Dagrun Bennett). Part 2, "Perception of College Women," contains the following: (1) "A Divided Life: Wanting to Be in Two Cultures at Once" (Nicolina Cobo); (2) "Trying to Understand: A Sri Lankan in an American College" (Rika Franke); (3) "Learning to Value One's Heritage" (Xing Chun Zheng); (4) "Most Difficult but Most Valuable Experience" (Yuko Kanda); (5) "Caribbean-American Transitions" (Charmaine Barnard); and (6) "Black and White" (Shirley Ann Williams, Jr.). Part 3 contains the essay "Reflections of a Cultural Commuter" (Birgit Brock Utne). Descriptors: Biculturalism, Civil Rights, Comparative Analysis, Consciousness Raising

Parrini, Michelle, Ed.; Parins, Claire, Ed.; Kittlaus, Jennifer, Ed.; Bliss, Pam, Ed. (2001). Immigration Law & the American Dream, Insights on Law & Society. This magazine is designed to help high school teachers of civics, government, history, law, and law-related education program developers educate students about legal issues. This issue focuses on immigration law and the American Dream. It includes 11 articles: (1) "U.S. Immigration Policy and Globalization" (P. Martin; S. Martin) explains how the United States faces new challenges and why the country must begin to think more creatively about immigration; (2) "Immigration after World War II, 1945-98" (L. Dinnerstein; D. M. Reimers) discusses the changing policies of a postwar United States which led to increased levels of immigration; (3) "The Changing Face of Immigration Law" (C. Nugent) investigates how the United States, and, therefore, its law, has a history of ambivalence toward immigration; (4) "Lawyers in Action: Arizona's Florence Project" (E. Dallam) shows how a legal team makes a difference for detainees at a detention center in the desert; (5) "Perspectives" (S. Robertson; M. Camerini) offers two film producers' perspectives as they filmed a movie on asylum and refugee protection in the United States; (6) "Students in Action" helps young people explore immigration issues that will be debated by their generation, including rights of detainees, asylum seekers, and juvenile refugees; (7) "Learning Gateways" (M. Fisher) introduces classes to the reality of today's immigration practices and policies; (8) "Supreme Court Roundup" (C. F. Williams) discusses the Court's activity during the current term, highlighting several federalism and First Amendment cases: (9) "News from Capitol Hill" outlines the 107th Congressional legislation to control junk mail, lower taxes, and reform campaign finance; (10) "Teaching with the News" (W. B. Lewis; C. F. Williams) looks at what the Fourth Amendment meant to the founders and what it means today; and (11) "Media Specialist's Corner" (M. Kayaian) identifies Web sites for students seeking primary documents related to immigration law. Descriptors: American Dream, Citizenship Education, Curriculum Enrichment, Discussion (Teaching Technique)

American Arab Anti Discrimination Committee, Washington, DC. (1997). Report on Hate Crimes & Discrimination against Arab Americans, 1996-97. Examples of hate crimes against Arab Americans in this report are those that were reported to the American-Arab Anti-Discrimination Committee (ADC), but the actual number of hate crimes and incidents of discrimination far exceeds those reported. As the report shows, Arab American civil rights were increasingly threatened in 1996-97 by the Anti-Terrorism Act, which allows the use of secret evidence against individuals accused of supporting terrorist organizations. The airport profiling system of the Federal Aviation Administration and new immigration laws also threaten the civil rights of Arab Americans. Case summaries in this report include 22 hate crime instances, 55 cases of discrimination on the job, 30 cases of harassment at airports, and 22 cases of discrimination by local or federal government agencies. These sample the types of complaints received, but do not reflect the actual number of complaints. The ADC has also received numerous complaints of discriminatory attitudes by teachers, bias in textbooks, and disparate treatment of Arab American and Muslim students. (See especially Section 5: "Education and Textbooks" (p.45-47)). Instances of biased curricula and discriminatory attitudes by teachers can be found at a variety of levels within the educational system. The challenge for educators is to include Arab Americans in their multicultural perspective and to teach about Arab culture and Islam as an integral part of world civilization.   [More]  Descriptors: Arabs, Civil Rights, Elementary Secondary Education, Ethnic Discrimination

Rivera, George, Jr. (1972). Theoretical Perspectives on Integration in Chicano Communities. The paper first proposes a general model for the study of acculturation in the Chicano community and then presents developing trends which are viewed as important to understanding la raza. In generating a theory of acculturation a (+) or (-) value was assigned to each link (for example, lower, middle, or upper class family background) of the model. From the model, 5 possible types of acculturating individuals can be conceptualized– the acculturated individual with no disadvantaged background, from the middle or upper class; the principal structural acculturator, who overcame a disadvantaged background mostly through education or through high motivation and hard work; the intervening acculturator, who is a member of the subordinate community and who has been acculturated through intervening media sources and is aware of a better tomorrow; the deviant acculturator, who is acculturated but shows no signs of positive influences; and the unacculturated individual, who is unacquainted with the superordinate culture–a person who is either a recent immigrant or who has led an isolated rural experience. Trends in understanding la raza include a cultural explanation of what many Anglos believe of Chicanos, a criticism of the focus upon acculturation which attacks the "melting pot" theory because many groups cannot assimilate, and Chicano nationalism–a developing trend in which there is a conscious attempt to restore the self image of Chicanos in the Southwest. While degrees of acculturation have occurred, assimilation has been a rare thing. If there is truly to be a defense of integration, there must first be a change in the inequities of the system.   [More]  Descriptors: Acculturation, Civil Rights, Cultural Awareness, Disadvantaged

Commission for Racial Equality, London (England). (1999). European Union and Racial Discrimination. The European Community (EC) has the power to pass laws based on the Community Treaty. Since 1989, the EC's Commission for Racial Equality has called for an amendment to the European Treaty that would provide basic protection against racial discrimination throughout the EC and legal remedies for those who suffer discrimination. Tracing the history of the foundation of the EC shows that there has been a tradition of opposition to discrimination, although provisions against racial discrimination have not been explicit. Advocates of formal provisions argue that the single market cannot function properly if people from minority ethnic groups are deterred from moving between countries because protection is weaker in one country than another. The Treaty of Amsterdam, which was accepted by member countries in June 1997, contains amendments that commit the EC to respect for human rights generally and to opposition to sex, racial, or ethnic discrimination. Before the treaty goes into effect, it must be ratified by every member government; the soonest this European legislation can be expected is 2000. Some other European actions against racial and ethnic discrimination are outlined.   [More]  Descriptors: Civil Rights, Ethnic Discrimination, Foreign Countries, History

Somach, Susan D., Comp. (1995). Issues of War Trauma and Working with Refugees. A Compilation of Resources. The Center for Applied Linguistics has compiled these resources on the subjects of war trauma and working with refugees to guide refugee service providers and classroom teachers. The materials include background information about trauma and posttraumatic stress disorder and specific information about problems of refugees and victims of war trauma. The selections in the compilation are designated Appendixes. The United Nations, through its High Commissioner for Refugees and its statement on the rights of the child (Appendix A) has recognized the problems children, especially those from Bosnia, face. Two appendixes (B and C) discuss trauma, posttraumatic stress disorder, and refugees. Two selections focus on children and trauma and consider general developmental issues and coping with grief and the aftermath of disaster. "War Trauma and Refugee Children" contains a description of a film about the effects of torture on children, a discussion of traumatic human rights abuse, and a two-part article on the effects of massive trauma on Cambodian children. "Children of Holocaust Survivors" contains two articles on the symptoms and treatment of child survivors of the Holocaust. A brochure produced to help refugees from the former Yugoslavia cope with trauma is included, and the final section contains six selections on war trauma as an aspect of educating students in the English as a second language classroom. (Contains 19 references.)   [More]  Descriptors: Adults, Child Development, Children, Childrens Rights

Congress of the U.S., Washington, DC. Senate Committee on the Judiciary. (1985). Immigration Emergency Legislation. Hearing before the Subcommittee on Immigration and Refugee Policy of the Committee on the Judiciary on S. 1724 and S. 1983. United States Senate, Ninety-Eighth Congress, First Session (Miami, Florida). This document reports the proceedings of a hearing on two pieces of Federal immigration emergency legislation: (1) a bill to amend the Immigration and Nationality Act respecting powers and procedures in immigration emergencies and for other purposes (the "Immigration Emergency Act"), and (2) a bill to amend the Immigration and Nationality Act to provide special authorities and procedures for the control of immigration emergencies (the Immigration Emergency Procedures Act of 1983). The legislation was proposed in response to the influx of aliens to South Florida because of the Mariel boatlift in 1980. Testimony and material for the record was presented by local groups and organizations, Federal, State, and county representatives, and representatives of organizations concerned with citizen and non-citizen rights. The thrust of the testimony concerns the difficulties of dealing with a large alien influx and the need for federal assistance. Specific topics include the impact of immigration on Dade County schools, the costs of the Cuban flotilla, and an analysis of the asylum and refugee provisions of the proposed immigration reform and control act of 1982 by the Lawyers Committee for International Human Rights.   [More]  Descriptors: Emergency Programs, Federal Aid, Federal Legislation, Haitians

Chavez, Linda (1991). Out of the Barrio: Toward a New Politics of Hispanic Assimilation. Ultimately, Hispanic Americans will choose whether they wish to become part of the larger American society, or remain separate from it, but public policy can and does influence that choice. Chapters 1 and 2 show how public policy in the form of two federal laws, the Bilingual Education Act and the Voting Rights Act, encouraged Hispanics to reject assimilation. Chapter 3 describes how the organizations involving in promoting policies favoring separatism evolved, and how groups outside the Hispanic community influenced the process. Chapter 4 considers the backlash that developed as Hispanic leaders continued to push for special treatment, including protected language rights for Hispanics. The second half of the book deals with the present conditions of Hispanics living in the United States. Chapter 5 shows that native-born Hispanics are moving into the economic mainstream and explains why most analysts fail to recognize this phenomenon. Chapter 6 describes Hispanic immigration patterns; and chapter 7 examines why Puerto Ricans are failing to advance, and what role public policy has played in discouraging Puerto Rican achievement. The concluding chapter outlines why Hispanics must adapt to a new politics of assimilation. Hispanics can mimic the success of other ethnic groups in becoming full participants in this nation, but only if they heed the lessons of the past. Descriptors: Acculturation, Bilingual Education, Cultural Differences, Economic Factors

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