Bibliography: Immigrant Rights (page 03 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 Ariana Mangual Figueroa, Fernando Garcia, Judith Torney-Purta, Leandro Almeida, Scott LaFee, Marilyn Gilroy, Britt Wilkenfeld, Anna Saiti, Desiree Braganza, and Matthew A. Eichler.

Saiti, Anna (2007). School Leadership and Educational Equality: Analysis of Greek Secondary School Data, School Leadership & Management. Using data derived from interviews with Greek school principals, the purpose of this paper is twofold: (a) to investigate whether or not equitable access to schools is for all children; and (b) to determine the extent to which the Greek educational system, in particular, offers equal opportunities to immigrant students. The results showed that Greek society supports and promotes social justice and equality while embracing the present socioeconomic and demographic changes. Greek education policy makes no distinction between children–whether they be Greeks or immigrants, all children have equal rights.   [More]  Descriptors: Justice, Foreign Countries, Instructional Leadership, Secondary Schools

Eichler, Matthew A.; Mizzi, Robert C. (2013). Negotiating the Confluence: Middle-Eastern, Immigrant, Sexual-Minority Men and Concerns for Learning and Identity, Brock Education: A Journal of Educational Research and Practice. Sexual-minority male immigrants re-locating from the Middle East to the United States and Canada have particular experiences upon entry and integration into their new societies. The needs of learning and identity are highlighted through a multiple case approach involving three men. Interviews were conducted with the three participants, which were analyzed by the authors using qualitative case analysis. The data highlights the unmet expectations for life as a new immigrant, as well as the complexities of becoming involved in sexual-minority settings. Their learning experiences may be explained using a theoretical framework of transformative learning. These findings suggest that sexual-minority immigrants have complex needs, such as identifying with appropriate communities and deconstructing false representations of "gay rights" and citizenship in popular culture. Educational and social programs could address these needs when considering what might be important for immigrant adult learners.   [More]  Descriptors: Foreign Countries, Immigrants, Males, Homosexuality

LaFee, Scott (2007). Fighting for Immigrant Children's Rights, School Administrator. On the morning of Dec. 12, 2006, hundreds of federal agents from Immigration and Customs Enforcement descended upon six Swift and Co. meat-packing plants in Texas, Colorado, Nebraska, Iowa, Minnesota and Utah affecting communities. These federal crackdowns on illegal immigrants reverberate in schools too, forcing superintendents to confront some tough and sudden problems. In every case, superintendents found themselves suddenly thrust into the midst of the national debate over how best to deal with the matter of immigration control–and confronted with an unexpected crisis unrelated to their primary jobs as educational leaders. Few superintendents or school districts have sufficient time and resources to pro-actively reach out into their communities to dramatically redesign the social fabric. It's hard enough just meeting education mandates. The realities and consequences of illegal immigration upon schools are hard to ignore. This article presents strategies used by superintendents of affected states to confront these problems and ensure the safety of their students.   [More]  Descriptors: Childrens Rights, Immigration, Immigrants, Superintendents

Marishane, Nylon (2013). The Right to Basic Education for All: Addressing the Educational Needs and Barriers of Immigrant Learners in South Africa, International Journal of Educational Administration and Policy Studies. The South African Constitution guarantees the right to basic education for all learners, including children of immigrants from across the country's borders. In view of this constitutional imperative, the Department of Basic Education is mandated to provide quality education to all learners, irrespective of their socio-economic and other backgrounds. The delivery of such education requires a child-friendly school environment where the safety of vulnerable learners and their right to quality education are assured. Enablers for this type of environment include relevant legislative framework and policies that seek to address the educational needs of learners. School leadership is responsible for the implementation of these policies and ensuring compliance with legislation. Given the importance of a child-friendly school to quality education delivery, a qualitative research was conducted in Limpopo Province to determine the extent to which schools address educational needs and barriers of immigrant learners. Data were collected through semi-structured interviews with three principals of selected schools in the Vhembe District of the province. The study points out challenges that immigrant learners experience and how school principals address them to ensure learner's right to basic quality education and comes out with recommendations for improvement in this area.   [More]  Descriptors: Foreign Countries, Educational Quality, Qualitative Research, Educational Needs

students and their parents live with a great deal of psychological stress on a daily basis; (2) Undocumented students face multiple academic challenges and their families have difficulty maneuvering through the US education and social system to access services; and (3) The lack of adequate attention to the needs of undocumented students and their families is both a civil rights and human rights issue.   [More]  Descriptors: Public Schools, Undocumented Immigrants, School Personnel, Employee Attitudes

Mangual Figueroa, Ariana (2016). Citizenship, Beneficence, and Informed Consent: The Ethics of Working in Mixed-Status Families, International Journal of Qualitative Studies in Education (QSE). This article draws from a 23-month ethnographic study conducted in mixed-status Mexican homes to detail the particular methodological concerns that arise when conducting research within these legally complex and vulnerable families. Specifically, the analysis illustrates when and why undocumented parents in one focal family asked the ethnographer to consider legally adopting their two young sons in an effort to obtain equal rights for both children and to mitigate the risk of family separation during deportation. The ethical issues of beneficence, informed consent, and reciprocity raised by this particular situation open onto larger methodological and ethical questions relevant to qualitative and ethnographic researchers working within immigrant communities.   [More]  Descriptors: Mexican Americans, Undocumented Immigrants, Ethnography, Research Methodology

Lad, Kaetlyn; Braganza, Desiree (2013). Increasing Knowledge Related to the Experiences of Undocumented Immigrants in Public Schools, Educational Leadership and Administration: Teaching and Program Development. This article describes the experiences of school personnel working with undocumented immigrants in public schools and the opinions and attitudes of school personnel. The resulting propositions are: (1) Undocumented

Gilroy, Marilyn (2009). Battle Continues over In-State Tuition for Illegal Immigrants, Education Digest: Essential Readings Condensed for Quick Review. Ten states now offer in-state college tuition rates to illegal immigrant students. Others are struggling to enact similar policies. But while many advocates want to open the doors to higher education for undocumented students, critics say the laws granting in-state tuition discriminate against other low-income students and legal residents of the United States. The author discusses the ongoing battle over in-state tuition for illegal immigrants. Like most political battles, this one includes thorny issues. Opinions have been folded into the larger debate on immigration with different views on the positive and negative implications of such policies. However, experts say this is all a part of the growing debate about the rights and needs of immigrants versus the costs of immigration.   [More]  Descriptors: Tuition, In State Students, State Colleges, Undocumented Immigrants

Zehr, Mary Ann (2007). Amid Immigration Debate, Settled Ground: High Court's School Access Ruling Endures as a Quiet Fact of Life, Education Week. Illegal immigration is a divisive issue in the politically conservative East Texas community of Tyler, known by many locally as "The Rose Capital of America." Drawn by jobs in the rose fields and iron foundries, Mexican immigrants began settling here with their families in the 1970s. Hispanic children–citizens, legal residents, and illegal immigrants alike–now make up 34 percent of the 18,000-student Tyler school system, and the tensions aren't hard to spot. Letters to the "Tyler Morning Telegraph" rail against undocumented immigrants. Some residents complain about the undocumented Mexican men who regularly wait in a local parking lot for day labor. Against that backdrop, the Tyler Independent School District this month will reach a milestone in the area of immigrants' rights: the 25th anniversary of the U.S. Supreme Court's decision in "Plyler v. Doe," which barred Tyler–where the case originated–and other public school systems from charging tuition for undocumented children. Since that 5-4 decision on June 15, 1982, public schools across the country have been obligated to enroll children regardless of their immigration status. In sharp contrast to the national upheaval over racial desegregation in the wake of "Brown v. Board of Education," the immigration ruling became a quiet fact of life for educators in Tyler and elsewhere. Still, the debate has not entirely settled down, and some of Tyler's citizens continue to object to the use of community funds to educate the children of illegal immigrants.   [More]  Descriptors: School Districts, Mexicans, Mexican Americans, Immigration

Vender, Amanda (2011). Shhh! No Opinions in the Library: "IndyKids" and Kids' Right to an Independent Press, Rethinking Schools. "Nintendo Power," "Sports Illustrated for Kids," and a biography of President Obama were on prominent display as the author entered the branch library in Forest Hills, Queens. The librarian looked skeptical when the author asked the librarian if she could leave copies of "IndyKids" newspapers on the free literature table. The branch manager decided she could not leave "IndyKids" because it is "too political." This is the kind of response "IndyKids" often receives when the author approaches public libraries. "IndyKids" is a national, progressive newspaper that aims to engage kids in grades 4 to 7 in national and world issues, to encourage them to form their own opinions, and to become part of the larger movement for justice and peace. With the belief that the news does not have to be hidden or "dumbed down" for kids, "IndyKids" publishes articles on the financial crisis, same-sex marriage, health care, war, immigrant and labor rights, and global warming–mixed in with stories on youth activism, recipes, and puzzles. The American Library Association's Library Bill of Rights states that "Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval." If this were heeded, librarians would actively seek out and welcome publications like "IndyKids" that present views that are alternative to the mainstream press.   [More]  Descriptors: Opinions, Public Libraries, Professional Associations, Climate

Jefferies, Julián (2014). Fear of Deportation in High School: Implications for Breaking the Circle of Silence Surrounding Migration Status, Journal of Latinos and Education. Long-term ethnographic data on the daily lives of undocumented students, their teachers, and administrators reveal the effects of fear of deportation (De Genova, 2002) on the routine of a high school. Thirty years after "Plyler v. Doe" guaranteed the educational rights of undocumented students, this study finds many factors contributing to the creation of a Circle of Silence around these students' rights and access to schooling that threatens the educational opportunities of a significant population of immigrant students. The implications of this study reveal how schools can become a space to interrupt this vicious cycle through awareness, counseling, and advocacy.   [More]  Descriptors: Ethnography, Fear, Undocumented Immigrants, High School Students

Kim, Junghwan (2012). Learning for Social Justice: A Cultural Historical Activity Theory Analysis of Community Leadership Empowerment in a Korean American Community Organization, ProQuest LLC. Community organizations, especially those aiming at social change, play a significant role in establishing societal health and contributing to adult learning in daily communities. Their existence secures marginalized groups' involvement in society and enhances community development by building community leadership with multiple stakeholders that infuses new meanings to other organizational or community sectors beyond traditional approaches on leadership. This critical ethnography analyzed how community activists in an urban Korean American Community Organization built community leadership and engaged in daily learning for social justice. Data were collection over a six-month period and included participant observation, formal and informal interviews with seventeen activists, and analysis of documents and cultural artifacts. Data were analyzed using qualitative methods of data analysis, reflection, and writing. Cultural Historical Activity Theory (CHAT) was used as a theoretical framework. Learning in CHAT is understood as a socio-cultural phenomenon in which learning occurs through dynamic and continuous interaction of the subject and object, mediated within a specific socio-cultural and historical context. Three community leadership activities (activity systems) were identified: Coalition, Empowerment, and Collaboration. The activities were each driven by objects through historical accumulation of the organization's background and internal/external socio-cultural contexts. Diverse contradictions were found within each activity and among activities. The contradictions throughout three activities may hinder community leadership building and learning. The contradictions became a driving force for learning. Consequently, the activists created a revised object among the three activities: to advance immigrant rights by enhancing community leadership focused organizational capacity building. This object as a significant learning outcome led to various intended/unintended outcomes for community leadership development and unintended outcomes for social and individual level learning, including socio-cultural and structural transformation, new actions, and individual learning. These learning outcomes result in the revision of the community leadership activity network with intended outcomes. Based on the findings, learning needs to be understood as a social process; researchers need more focus on social outcomes of learning. Several important features for facilitating community leadership and learning were also discussed. Finally, this study concluded with academic and practical implications as well as suggestions for further research. [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: Social Justice, Empowerment, Korean Americans, Community Organizations

Barber, Carolyn; Torney-Purta, Judith; Wilkenfeld, Britt; Ross, Jessica (2015). Immigrant and Native-Born Adolescents' Civic Knowledge and Attitudes in Sweden and the United States: Emergent Citizenship within Developmental Niches, Research in Comparative and International Education. Using the Developmental Niche for Emergent Participatory Citizenship (Torney-Purta and Amadeo, 2011) as a framework, we examined differences between immigrant and native-born youth's civic knowledge and support for women's rights in Sweden and the United States, and explored whether experiences with peers and parents, and in formal and informal educational contexts, could account for such differences. Using data from the IEA Civic Education Study of 1999, we found that immigrants had lower civic knowledge and less support for women's rights than their native-born peers in both countries. Differences in civic knowledge were partially explained in both countries by the lower likelihood of immigrants speaking the tested language at home, and remaining gaps were moderated by differences in the association of school activities with knowledge between the two groups. Gaps in support for women's rights were partially explained by differences in language spoken at home (a possible proxy for cultural dissimilarity) in the United States, but not in Sweden. Experiences in various social or educational contexts, including perceptions of supportive classroom and school climates, were predictive of civic outcomes overall, but did little to account for differences in attitudes between the two groups in either country.   [More]  Descriptors: Foreign Countries, Immigrants, Adolescents, Citizenship

Darbach, Dafney Blanca (2015). "My Student Was Apprehended by Immigration": A Civics Teacher's Breach of Silence in a Mixed-Citizenship Classroom, Harvard Educational Review. In this article, Dafney Blanca Dabach investigates how teachers and their students of different citizenship statuses navigate tensions in formal state-sponsored citizenship education. In traditional US high school civics courses, undocumented immigrant youths' liminal status is often invisible and overlooked as undocumented youth are educated alongside their peers who have full citizenship rights. Disjunctures between idealized rights and structural exclusions become barriers to meaningful civic education. Through this qualitative case study, Dabach examines the possibilities of a teacher's brokering role across different forms of knowledge and experience in a classroom that included undocumented immigrants, naturalized immigrants, and US-born students whose parental origins spanned twelve countries across five continents. She asks: How do civics teachers who are aware of their students' varied citizenship statuses discuss political participation in mixed-status classrooms during nationally focused events, such as elections? And, how do students of differing citizenship statuses respond during such times? Dabach demonstrates how the teacher apprenticed youth into practices of political participation while recounting narratives about the impact of immigration deportation policies at the local school site. In doing so, the teacher breached norms of silence, interrupting norms that contribute to maintaining status quo exclusions. This case study documents how the teacher simultaneously socialized youth of different citizenship statuses in ways that they found meaningful–across citizenship types. This work contributes to conceptualizing how civic education may be more inclusive in the face of systematic exclusions.   [More]  Descriptors: Citizenship Education, Civics, High School Students, Student Diversity

Veiga, Feliciano; Garcia, Fernando; Neto, Felix; Almeida, Leandro (2009). The Differentiation and Promotion of Students' Rights in Portugal, School Psychology International. This investigation includes a differential study (Study 1) and a quasi-experimental research (Study 2). In Study 1, the objective was to establish to what extent students' rights existed and analyse the differentiation between students' rights with Portuguese and immigrant mothers, throughout school years. The sample consisted of 537 students with Portuguese and immigrant mothers, distributed by different school years (7th, 9th and 11th grades). The Children's Rights Scale (Hart et al., 1996; Veiga, 2001) was used. In Study 2, the purpose was to analyse the effects on students' rights of the use by teachers of a communicational intervention program, supervised by school psychologists. The sample involved 7th and 9th grade students, in a total of four classes, two forming the experimental groups (n = 36) and two the control groups (n = 43); as in Study 1, the Children's Rights Scale was used. The results indicated the effectiveness of the communicational intervention program on students' rights and are consistent with previous studies. An implication is that psychologists and teachers, working together and taking a human rights perspective, may develop an important role in projects to promote the students' rights.   [More]  Descriptors: Experimental Groups, Control Groups, Intervention, Mothers

Torney-Purta, Judith; Barber, Carolyn H.; Wilkenfeld, Britt (2007). Latino Adolescents' Civic Development in the United States: Research Results from the IEA Civic Education Study, Journal of Youth and Adolescence. Many studies have reported gaps between Latino and non-Latino adolescents in academic and political outcomes. The current study presents possible explanations for such gaps, both at the individual and school level. Hierarchical linear modeling is employed to examine data from 2,811 American ninth graders (approximately 14 years of age) who had participated in the IEA Civic Education study. Analyses of large data bases enable the consideration of individual characteristics and experiences, as well as the context of classrooms and schools. In comparison with non-Latino students, Latino adolescents report more positive attitudes toward immigrants' rights but have lower civic knowledge and expected civic participation. These differences were apparent even when controlling for language, country of birth, and political discussions with parents. School characteristics that explain a portion of this gap include open classroom climate and time devoted to study of political topics and democratic ideals. Results are discussed within the framework of developmental assets and political socialization. Implications for educational policy and ways to use large data sets are also discussed.   [More]  Descriptors: Individual Characteristics, Grade 9, Classroom Environment, Adolescents

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