Bibliography: Immigrant Rights (page 02 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 Evelyne Marcil, Mary Jorgensen, Lynn Stephen, J. Q. Adams, Hinda Seif, Catherine Fichten, Dina G. Okamoto, Qingwen Xu, Elias Hemelsoet, and Janice R. Welsch.

Feinberg, Joseph R.; Doppen, Frans H.; Hollstein, Matthew S. (2014). Equal Protection, Immigration, and Education: "Plyler v. Doe", Social Education. When the Texas state legislature passed a law in the 1970s allowing school districts to deny enrollment or charge tuition to illegal immigrant children, the Tyler Independent School District instituted a $1,000 tuition rate for illegal immigrant children. Sixteen undocumented children from four Mexican families in Tyler filed a class-action suit in 1977 against the superintendent, James Plyler. They won their case when the federal district court judge (with the serendipitous name of William Wayne Justice) ruled that the Texas law violated the Equal Protection clause of the Fourteenth Amendment. Justice's ruling was upheld in the landmark Supreme Court case "Plyler v. Doe" in 1982. In "Plyler v. Doe," the U.S. Supreme Court ruled that the Equal Protection clause of the Fourteenth Amendment guaranteed all children the right to a public education regardless of their immigration status. Yet attempts to deny rights to undocumented immigrants have persisted. Thirty years later, as the controversy surrounding "Plyler v. Doe" continues to resonate, studying the court's ruling provides a genuine educational opportunity for civics and social studies students to critically debate and role play the merits of the case. This article describes how the authors used a mock trial activity with high school students to simulate "Plyler v. Doe" to help their students develop a deeper understanding and appreciation of the Equal Protection clause of the Fourteenth Amendment and the immigration issues embodied in "Plyler v. Doe." Resources that provide teachers with background knowledge and tools to run their own mock trial are presented.   [More]  Descriptors: Immigration, Court Litigation, Undocumented Immigrants, School Districts

Kim, Jeanie (2013). Unheard Voices: Korean Immigrant Mothers' Experiences with the United States Special Education System, ProQuest LLC. The purpose of this study was to examine the experiences of Korean immigrant mothers of children with special needs in the New York metropolitan area in the special education process (e.g., referral, evaluation, meetings, services), and to better understand how these mothers perceive special education, disability, and their relationships with professionals. This study aimed to inform professionals with regard to how they can better support Korean immigrant families throughout the special education process, and to help Korean immigrant mothers to find their rights and become equal partners in order to promote active participation and build reciprocal relationships. This qualitative study, which was framed within a critical theory paradigm, was conducted based on the assumption that some groups of people have more power than others. Multiple techniques were used to gather data including a series of in-depth interviews, casual conversations, email and/or phone exchanges, observations of a variety of meetings and pre/post conversations of observations, along with member checking methods to give some immigrants' voice. Results from this study revealed that the promise of legislation of parent rights to be involved in their children's education as equal partners is not guaranteed in the field of special education. Despite many research studies documenting the significance of strengthening the role of parents of children with special needs from diverse cultures and ensuring they have opportunities to participate in their children's education, Korean immigrant mothers are marginalized in the United States special education system due to their limited knowledge of their rights and special education process, limited English proficiency, limited cultural capital, and the ways in which they are impacted by professional dispositions. While much more work is needed to create equal partnerships between immigrant mothers and professionals, this study provides insights into how to build more effective relationships between families and schools, and how to increase understanding of what professionals and schools can potentially do to foster more supportive and effective relations with Korean immigrant mothers. The study also demonstrates ways for Korean immigrant mothers to get their voices heard by professionals and to be involved in their children's education as active participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Immigrants, Mothers, Parent Attitudes, Korean Americans

Seif, Hinda (2011). "Unapologetic and Unafraid": Immigrant Youth Come out from the Shadows, New Directions for Child and Adolescent Development. Young immigrants are challenging the boundaries of citizenship and insisting on their human rights. This chapter examines the civic lives of immigrant youth through the case of Latina/os, exploring the paradox of their apparent low civic education and engagement levels and remarkable participation in recent protests. After an overview of demographics and what we know about immigrant youth civic life, the focus shifts to the undocumented. Many retain a sense of community obligation, yet because of their developmental stage and U.S. education, their engagement differs from that of their parents' generation. Young immigrants are reconfiguring organizing and reenergizing U.S. democracy through their use of new information technologies.   [More]  Descriptors: Democracy, Information Technology, Developmental Stages, Immigrants

Goodman, Christie L. (2010). IDRA Newsletter. Volume 37, No. 7, Intercultural Development Research Association. Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Actionable Knowledge and includes: (1) Partners and Catalysts: How Communities Are Putting Data to Work to Improve Education (Laurie Posner); (2) A Quality Schools Action Framework[TM]: New IDRA Book Frames School Change for Student Success; (3) Immigrant Students' Rights to Attend Public Schools School Opening Alert; (4) Llamada Urgente al Comienzo del Curso Escolar; (5) How Are the Children? (Mike Seifert); and (6) YA! Es Tiempo Event Highlights: Securing Educational Excellence and Equity for All Students in the Rio Grande Valley of Texas.   [More]  Descriptors: Educational Quality, Educational Change, Student Rights, Newsletters

Irwin, Meryl J. (2013). "Their Experience Is the Immigrant Experience": Ellis Island, Documentary Film, and Rhetorically Reversible Whiteness, Quarterly Journal of Speech. Political advocates on the ideological right have long taken seriously what their counterparts on the left have not: white racialized affect. As left activists and scholars have alternately lamented and raged over the steady creep of the "middle" to the "right," they have documented in detail the outcomes of whites' refusal to engage in "genuine" racial atonement. I argue in this essay that there is still much to be gained critically, theoretically, and politically by taking collective, rhetorical production of white affect, particularly the retrieval of immigrant pain, as seriously as those who manipulate it. Key to that construction in the past two decades has been the archival and circulation of "the immigrant experience" in popular documentary films featuring Ellis Island. The success of "white rights" rhetorics owes much to equating and substituting that story for the mythos of "the nation of immigrants" as a whole.   [More]  Descriptors: Immigrants, Documentaries, Immigration, Whites

Hernández, María G.; Nguyen, Jacqueline; Casanova, Saskias; Suárez-Orozco, Carola; Saetermoe, Carrie L. (2013). Doing No Harm and Getting It Right: Guidelines for Ethical Research with Immigrant Communities, New Directions for Child and Adolescent Development. This chapter provides a guide to research logistics and ethics in studying immigrant families. The authors outline major pragmatic issues in research design and data collection to which all scholars must attend, although current practices often do not respond to the idiosyncratic issues related to vulnerable immigrant populations (e.g., undocumented immigrants). The chapter presents vital procedures to ensure both the protection of research participants from immigrant backgrounds and validity of the data collected from them and seeks to be a source of reference for institutional review boards (IRBs). Specific issues addressed include navigating IRBs, informed consent, recruitment and sampling, and translation of instruments and interviews.   [More]  Descriptors: Immigrants, Family (Sociological Unit), Research Methodology, Ethics

Seif, Hinda (2009). The Civic Education and Engagement of Latina/o Immigrant Youth: Challenging Boundaries and Creating Safe Spaces. Research Paper Series on Latino Immigrant Civic and Political Participation. Number 5, Woodrow Wilson International Center for Scholars. As demographics shift and immigration is a hotly contested area of US civic life, the civic preparation and participation of Latin American immigrant youth is becoming increasingly important. The author examines the growing literature on this topic, inquiring into the political and demographic changes that have stimulated this area of inquiry, the challenges of studying this population, and what individuals currently know and what they still need to know about immigrant youth civic engagement and activism. At a time when the struggle for immigrant rights in the US is caught in the crossfire of severe recession and racism, young immigrant activists offer a ray of hope through their modest yet noteworthy successes. Scholarship on their civic engagement sheds light on ways that young people who live on the fault line between nation-states are creatively forging civic identities, claiming political voices, and making an impact. (Contains 144 footnotes.) [Funding for this paper was provided by the University of California All Campus Consortium on Research for Diversity (UC ACCORD), UC Berkeley's Center for Latino Policy Research, UC MEXUS, and the University of Illinois at Springfield.]   [More]  Descriptors: Youth, Immigrants, Latin Americans, Hispanic Americans

Ebert, Kim; Okamoto, Dina G. (2013). Social Citizenship, Integration and Collective Action: Immigrant Civic Engagement in the United States, Social Forces. Collective action has been examined in studies of worker insurgency, homeless protest, the Civil Rights movement and white backlash against racial minorities. Relatively few studies, however, focus on noncontentious forms of immigrant collective action. Utilizing a new data set comprising over 1,000 immigrant "civic" events, we examine whether the civic and political environment within metropolitan areas affect civic engagement. Our results indicate that political opportunities and resources did not have uniform effects, but that institutional threats to immigrants deterred civic activity. Furthermore, we find that local restrictive efforts instigated solidarity events, while outreach efforts directed at immigrants facilitated community improvement projects. These findings suggest that conditions intensifying group boundaries between immigrants and natives "and" encouraging collective efficacy are important predictors of immigrant civic engagement.   [More]  Descriptors: Immigrants, Civil Rights, Political Attitudes, Metropolitan Areas

Stephen, Lynn (2008). Building Alliances: Defending Immigrant Rights in Rural Oregon, Journal of Rural Studies. Political participation in the rural United States has often been narrowly defined within the confines of electoral politics. Increasingly, participants in rural US social movements have highlighted the shortcomings of democracy defined purely in terms of electoral politics in favour of a more participatory model of politics that focuses on the social and cultural rights of those who are often formally or informally excluded from the liberal definition of citizenship. This article highlights the process of claiming rights as cultural citizens in a political context where there are efforts through the formal political system-usually in the form of ballot referendums at the state or local level-to further limit the rights of specific constituencies such as gay, lesbian and transgendered individuals or immigrants. A second focus of this article is on the dynamics of solidarity and alliance building between different kinds of social movements acting in concert to push for cultural rights and then formal rights for each other's constituencies. The article specifically seeks to illustrate how two organizations that share quite different constituencies and agendas can effectively collaborate in regional and state-wide campaigns in the rural state of Oregon, while also honestly discussing their differences and difficulties in working together.   [More]  Descriptors: Citizenship, Democracy, Politics, Political Issues

Xu, Qingwen (2005). In the "Best Interest" of Immigrant and Refugee Children: Deliberating on Their Unique Circumstances, Child Welfare. Each year, state juvenile courts provide thousands of immigrant and refugee children with access to consistent and reliable caregiving and a stable environment. To examine how courts interpret "the best interests" of immigrant and refugee children, this article examines 24 cases in courts across the United States, which indicate they use a territorial approach when evaluating the best interests standard. Although legal status was not an issue, many related factors were. Consequently, the courts restricted immigrant parents' rights in caring, guiding, and visiting their children; increased the risk of wrongfully terminating parental rights; and intensified the unpredictability of immigrant and refugee children's welfare in the long run. This article suggests an approach that encourages communication between social workers and the courts to address the special needs and circumstances of immigrant and refugee children on three key topics: the material and moral welfare of the child, and social welfare for immigrant and refugee families. Descriptors: Immigrants, Refugees, Minority Group Children, Juvenile Courts

Goodman, Christie L., Ed. (2008). IDRA Newsletter. Volume 35, No. 7, Intercultural Development Research Association. Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Teaching Quality and includes: (1) The "Fourth-Grade Slump" and Math Achievement: Addressing the Challenge with Student Engagement (Kristin Grayson and Veronica Betancourt); and (2) Transformations: They're not just for Functions! (Kathryn A. Brown). Additional features include: Tools for Action; Effective Parent Outreach; Highlights of Recent IDRA Activities; Immigrant Students Rights; and Classnotes Podcast Episodes.   [More]  Descriptors: Teacher Effectiveness, Educational Change, Immigrants, Newsletters

Adams, J. Q.; Welsch, Janice R. (2009). Multiculturalism: The Manifest Destiny of the U.S.A.–An Interview with Ronald Takaki, Multicultural Perspectives. This article presents an interview with Ronald Takaki, a prolific and respected author and a successful teacher who wrote a number of important histories that explore the cultural diversity of the United States of America, including "From Different Shores: Perspectives on Race and Ethnicity in America" (1994), "Strangers from a Different Shore: A History of Asian Americans" (1998), and the recently revised "A Different Mirror: A History of Multicultural America" (2008), a groundbreaking work originally published in 1993. Dr. Takaki taught the first African American history course at the University of California, Los Angeles before developing undergraduate and graduate programs in comparative ethnic studies at the University of California, Berkeley. An activist as well as a scholar, he frequently appeared on national television to discuss and defend Affirmative Action, immigrant rights, and other cultural diversity initiatives. Dr. Takaki died in May 2009. In the interview, Dr. Takaki spoke not only of his own multicultural background and his interdisciplinary research and teaching approach, but also related some of the little known historical facts and stories he uncovered through his research.   [More]  Descriptors: Ethnic Studies, United States History, Cultural Pluralism, African American History

Bajaj, Nitin (2014). Examining Entrepreneurial Motivations of Indian Immigrants, ProQuest LLC. To what extent does the success of an entrepreneurial venture in the United States depend upon an immigrant entrepreneur's individual traits such as motivation, need for achievement, perception of exogenous business factors, and relationship networking? The findings from the study present significant differences in motivation and need for achievement between entrepreneurs and non-entrepreneurs. Relationship networking is valued as an asset across seasoned entrepreneurs and non-entrepreneurial groups. Several exogenous factors exist, influence, and impact entrepreneurial decision-making. However, entrepreneurs and non-entrepreneurs perceived and rated exogenous factors similarly. Future research could build upon findings from this study to present a specific set of suggestions on improving exogenous factors. Attracting highly motivated entrepreneurs and immigrants with the right public policies could positively impact the economy of the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Entrepreneurship, Indians, Immigrants, Motivation

Marcil, Evelyne; Vo, Christine; Jorgensen, Mary; Fichten, Catherine (2015). Immigrant Students Can Have Disabilities: We Just Don't Know about It, Online Submission. A recent Canadian survey demonstrated that completion of a higher education degree is a determinant factor in employment. The survey revealed that the link between completing a higher education degree and employment was strongest for immigrants (Statistics Canada, 2015). It is therefore very important to help immigrant students, including immigrant students with disabilities, complete their studies. However there are barriers to overcome.   [More]  Descriptors: Foreign Countries, Immigrants, Surveys, College Students

Hemelsoet, Elias (2015). Shaping the Right to Education for Roma Children: A Case Study of Present Practices in Ghent, Belgium, Intercultural Education. Western European cities are increasingly confronted with Roma immigrants. Societal changes associated with this phenomenon create new challenges for schools. Using a case study, this article sheds light on present practices that shape the right to education for Roma children. Three principal success factors are distinguished: boundary-blurring practices, a lifeworld-oriented approach and commitment. Finally, the relation between promising practices and a rights-based approach to educational justice is discussed.   [More]  Descriptors: Foreign Countries, Minority Groups, Immigrants, Justice

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