Bibliography: Immigrant Rights (page 13 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 And Others, Marcia Gentry, Christine Scholz, Diego Pascual Cabo, Marshall S. Smith, Jessica Sperling, Anna-Clara Olsson, William Perez, Karin Bjorklund, and Lourdes R. Guerrero.

Osler, Audrey; Starkey, Hugh (2003). Learning for Cosmopolitan Citizenship: Theoretical Debates and Young People's Experiences, Educational Review. Interviews with 600 youth aged 10-18, many from immigrant families, explored how they learn about citizenship and define themselves and their communities. They identify strongly with their city or neighborhood but also have multiple identities, a cosmopolitan citizenship that bridges several worlds. Education for cosmopolitan citizenship should address peace, human rights, and democracy. (Contains 35 references.) Descriptors: Adolescent Attitudes, Adolescents, Citizen Participation, Citizenship Education

Smith, Marshall S.; And Others (1997). Beyond a Legislative Agenda: Education Policy Approaches of the Clinton Administration, Educational Policy. Since mid-1994, the Clinton Administration has relied on various nonlegislative means to support its education reform strategies. This article presents a set of case studies on parental involvement, religion in schools, school uniforms, truancy, immigrant children's rights, technology, and reading that illustrate tools and initiatives that the Department of Education has used to promote its policies. (17 references) Descriptors: Case Studies, Educational Change, Educational Policy, Elementary Secondary Education

Grosenick, Laurie A. (2009). Weaving a Tapestry of Responsible Citizenship, Social Studies and the Young Learner. In this article, the author discusses how she compares social studies instruction to weaving a tapestry of responsible citizenship. She discusses strategies she used to help students who have limited or no English (Limited English Proficiency, or LEP) make the transition from home to school. The author's teaching techniques have many sources. A recent addition to her professional library is Alysa Ullman's "The Path to Citizenship." This workbook describes how to teach citizenship to upper elementary and middle school learners. The author uses Ullman's ideas when introducing students to their rights and responsibilities as citizens. To maintain a high interest in citizenship education, the author explores students' interests, which is her "hook" to encourage them to weave of their own tapestry of learning. In conclusion, the author stresses that citizenship education should not be left to chance, or earmarked for the new immigrants that might be social studies teachers' classrooms. In a culturally diverse society like the United States, it is every teacher's obligation to help all students learn good citizenship, and this process happens best in social studies instruction.   [More]  Descriptors: Citizenship, Citizenship Education, Interests, Immigrants

Loring, Ariel Fradene (2013). Language and U.S. Citizenship: Meanings, Ideologies, and Policies, ProQuest LLC. Citizenship is not a neutral word; it evokes numerous interpretations and connotations in various policies, discourse, and practices. Its significance is motivated by current narratives of rights and responsibilities of a citizenry, (illegal) immigration, and English-only ideologies. The basis for this investigation is the perception that the U.S. has traditionally been a country of immigrants as well as the role that English plays in a nation without an official language. This dissertation is situated in the research domains of language policy (Shohamy, 2006; Spolsky, 2004), globalization (Blommaert, 2003; Bruthiaux, 2005), language assessment (McNamara, 2000; Shohamy, 2001), and language ideologies (Ricento, 2003; Wiley & Wright, 2004). Understanding that meanings are transmitted both from the top-down and the bottom-up (McCarty, 2011; Ramanathan, 2005), citizenship is investigated in naturalization policy and the citizenship test, swearing-in ceremonies for new citizens, interactions at a local U.S. Citizenship and Immigration Services field office, citizenship preparation classes, and the media, uncovering discrepancies between what citizenship means and how it is ascertained. Data from these sites is analyzed using qualitative methods such as grounded theory, ethnography, interviews, social semiotics, linguistic landscape research, and corpus-based critical discourse analysis. This dissertation asserts that discursive and semiotic ideals of citizenship affect the status of English in the U.S., societal ideologies of immigration, language assessment practices, and teaching pedagogy. How naturalization applicants conceive of citizenship is not always in accord with the U.S. government's representations of citizenship, but it is the government's definitions of citizenship that affect applicants' future access and opportunities. The dissertation concludes with suggestions for citizenship reform at the level of classroom pedagogy and test design, and ways that critical and active citizenship can be practiced in everyday life. [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: Citizenship, Immigrants, Language Role, Language Dominance

Tiuriukanova, E. V.; Ledeneva, L.I. (2006). Migrants' Children's Orientations toward Acquiring a Higher Education, Russian Education and Society. The article, based on a study carried out in 2003, discusses Russia's migrant children's orientations toward acquiring higher education in the Russia Federation. The focus of this study was to determine the educational factors that motivate migrants to relocate to the Russian Federation. Immigrants in Russia make up more than 5 percent of the country's population, and the children of these migrants have experienced language and psychological difficulties in school, lowering their chances for access to higher education. There are various reasons for this deprivation of educational rights: (1) many of these children are of a different ethnocultural and linguistic community; (2) immigrants, finding themselves cut off from their familiar social environment, from their acquaintances, friends, and relatives, do not have any way to enter into social relations that play a major role in adaptation, in dealing with urgent problems, and in satisfying their most vital needs, including the need to acquire an education; (3) the social status of many immigrants has been drastically reduced due to the fact that most immigrants, even those who had formerly been engaged in intellectual work, take jobs that do not require high qualifications; (4) the migration and social policies that have been implemented in Russia, along with the housing laws, have placed migrants in a very vulnerable position; and (5) the rapid transformation of the migration situation, along with the substantial change in the ethnic composition of the population in a number of the regions and cities of Russia as a result of large-scale immigration, have increased antimigrant feelings in society. The authors conclude that if there is to be successful integration of migrants into Russian society, it will be necessary to foster the educational orientations of their children.   [More]  Descriptors: Foreign Countries, Higher Education, Educational Attainment, Social Environment

Valenciana, Christine; Ordonez-Jasis, Rosario (2012). Unconstitutional Deportation of the 1930s: Learning from the Voices of the Past, Social Studies. Given the current national debate over immigration reform and the plethora of anti-immigrant policies, practices, and laws, school curriculums should include materials that will allow students to learn about, and reflect on, the impact this debate has on the lived realities of those most impacted. Specifically, teachers and their students will greatly benefit from a more in-depth investigation of a time in U.S. history when U.S. Mexicans were unconstitutionally deported in the 1930s. The goal of this article is to illuminate this critical piece of history that has either been ignored and/or misunderstood. It documents the experiences of the survivors–specifically, the children of Mexican descent born in the United States–and offers supporting lessons and resources for teachers and their students.   [More]  Descriptors: United States History, Secondary Education, Curriculum Development, Immigration

Guerrero, Lourdes R. (2009). Project SOL: Shining Light on Teaching Secondary Level, Spanish-Dominant English Learners Using "Colegio De Bachilleres" Content, ProQuest LLC. This qualitative research study focused on the eight bilingual, content area high school teachers implementing Project SOL (Secondary Online Learning) in Southern California during the 2008-2009 school year. It documents their effort to integrate an online curriculum from the "Colegio de Bachilleres" in Mexico obtained through the UCLA Civil Rights Project/"Proyecto Derechos Civiles". Factors influencing the implementation of the curriculum in the classroom are discussed, including teacher characteristics and the use of primary language for instruction. Through direct observations of the teachers in their classrooms, interviews, analysis of field notes and survey data, the study reveals how, and to what extent, the algebra and biology teachers were able to integrate the Mexican curriculum into their teaching practices as a means of meeting the academic needs of secondary level, immigrant English Learners.   [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: Electronic Learning, Qualitative Research, Foreign Countries, Secondary School Teachers

Sperling, Jessica (2009). Improving Immigrants' Access to Public Services in the United States: Language Access Policy and Policy Implementation, Current Issues in Language Planning. Language access mandates in the USA, which require that governmental services be provided in any needed language, have been largely ignored since their first enacting. However, the past decade has seen an increase in the number of national, state, and local efforts to accommodate limited English-proficient individuals. This article provides an overview of methods used to provide oral communication in multiple languages and reviews technologies used in interpreting practices. More broadly, this article calls attention to language access in the USA as an increasingly noticed area of minority rights and shows how technologies have become a vital component in implementing language access policies.   [More]  Descriptors: Speech Communication, Multilingualism, Immigrants, Second Languages

Pascual Cabo, Diego (2013). Agreement Reflexes of Emerging Optionality in Heritage Speaker Spanish, ProQuest LLC. This study contributes to current trends of heritage speaker (HS) acquisition research by examining the syntax of psych-predicates in HS Spanish. Broadly defined, psych-predicates communicate states of emotions (e.g., to love) and have traditionally been categorized as belonging to one of three classes: class I–"temere" "to fear", class II–"preoccupare" "to worry", and class III–"piacere" "to like". In addition to the notorious structural opacity of class III psych-verbs, a large body of literature has documented them as being problematic for Spanish HSs. Considering this, I propose a novel analysis that aims to explain the patterns observed; i.e. class III psych-verbs–those that only have an unaccusative syntax in monolingual grammars–have been reanalyzed as class II psych-verbs–which have available both an agentive and unaccusative syntax. In other words, there is a simplification of the Spanish system of psych-predicates (in the sense of reducing three classes to two). As a result of this adjustment, Spanish HSs should be able to project an optional agentive syntax for "gustar"-like verbs (a use deemed ungrammatical by monolingual speakers) which is akin to other verbs like "asustar" "to scare" or "molestar" "to bother" (typical class II psych-predicates). To test this prediction, a total of 114 completed a battery of tests that examined the participants' knowledge and use of (un)grammatical items in relation to the syntactic and morphosyntactic reflexes that should obtain if the hypothesized analysis is on the right track. For example, I predict that Spanish HSs will (variably) accept passive constructions with "gustar"-like. The data presented reveal trends that are consistent with this prediction Furthermore, the results seem to indicate that a particular feature of change in 1st generation immigrant input providers, the loss of dative "a" marking, seems to be what gives rise to the change in syntax by the HS generation. The data, as well as the pairing of the groups which include child and adult aggregates, further contribute to the current debate in formal HS acquisition regarding the sources of variability. [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: Grammar, Spanish, Syntax, Language Research

Yoon, So Yoon; Gentry, Marcia (2009). Racial and Ethnic Representation in Gifted Programs: Current Status of and Implications for Gifted Asian American Students, Gifted Child Quarterly. The Elementary and Secondary School Survey data and Civil Rights Data Collection of the Office for Civil Rights (OCR) were analyzed to describe the issue of overrepresentation of gifted Asian American students in gifted education programs in the United States. Nationally, Asian and Whites have been overrepresented in gifted education since 1978, whereas, students from other ethnic backgrounds, such as those from American Indian or Alaska Native, Hispanic, and African American groups, have been underrepresented with gradual increases in this underrepresentation since 1994. When the data were disaggregated by state for the period from 2002 to 2006, each racial and ethnic group displayed varied ranges of representation. Those varied distributions can be attributed to each state's unique demographic profile, varied definitions of giftedness, identification procedures, and identification policies. By focusing on Asian American students, this study addressed some difficulties that gifted Asian American students may face concerning the image of model minority and through the acculturation processes as immigrants or descendents of immigrants. Furthermore, this study suggests a need for disaggregated data collection and more research concerning gifted Asian American students from various ethnic Asian groups. Putting the Research to Use: Findings from this study highlight the need for carefully collected data in the field of gifted education concerning race and ethnicity of students in programs and provide the reader with a picture of both underrepresentation and overrepresentation of students by state and ethnic group. Attention needs to be paid to sub-groups within categories of race and ethnicity to understand representation. By considering the issue of Asian Americans and their overrepresentation, this research has raised awareness about factors, such as identification processes, acculturation, and academic motivation that might promote recognition of giftedness among some ethnic groups. Finally, this research offers readers with a new, multiple-year, current, analysis of the representation in gifted programs nationally and by state for racial/ethnic groups, an area of continued concern to those in the field of gifted education.   [More]  Descriptors: Ethnicity, Gifted, Acculturation, Disproportionate Representation

Lum, Lydia (2009). When Work Experience Is Not Enough, Diverse: Issues in Higher Education. Legal practitioners find the leap into academia difficult. A much bigger deterrent for lawyers interested in teaching is a laborious, oft-vexing application process that places little value on work experience and interests. They also chide law school hiring committees for a lack of outreach to Asian Pacific Islanders. Law educators emphasize that the hurdles to becoming teachers aren't overtly racial. However, attorneys involved in race- and immigrant-related work rarely receive much academic consideration for it. The truth is, the process of becoming a professor disfavors people who have dedicated themselves to community lawyering, civil rights and interesting, important things in advocacy and practice. This gets played out in the application process, which is fraught with nuance and subtext. Attorneys must either submit scholarly articles they have written since earning their law degrees or they must write a piece indicative of what they might produce if hired so that school officials can judge their writing and research abilities. And, the commonly used, standardized application recommended by most schools gauges the willingness of lawyers to do non-glamorous teaching of large, core curriculum classes such as torts and civil procedure. Because schools give so little weight to a practitioner's career accomplishments, many Asian Pacific Islanders lack incentive to join the formal pipeline into academia.   [More]  Descriptors: Legal Education (Professions), Law Schools, Pacific Islanders, Work Experience

Denessen, Eddie; Bakker, Joep; Gierveld, Marieke (2007). Multi-Ethnic Schools' Parental Involvement Policies and Practices, School Community Journal. Culture differences within parent communities provide challenges for schools trying to develop a successful parental involvement policy. In this study, we explore schools' practices and policies with respect to parental involvement. This study was carried out at four elementary schools in the Netherlands. Interviews were conducted with the schools' principals concerning the schools' experiences with the parental involvement of diverse groups of parents. The results of this study indicate that school administrators recognize difficulties in getting immigrant parents involved in their children's school. The two main barriers to getting immigrant parents involved in the schools were language problems and culture differences between the schools and families. The four stories of these schools reveal one basic dilemma that underlies the schools' perspective of parental involvement: should schools expect parents to comply with the schools' expectations and culture, or should the school take parents' expectations and cultures into account? Schools differ in their view of the right balance between school and family culture. It is suggested that schools share their experiences in networks that can help them to enhance the involvement of diverse groups of parents.   [More]   [More]  Descriptors: Parent Participation, Cultural Differences, Parent School Relationship, Foreign Countries

Perez, William (2009). Loss of Talent? Citizenship and Higher Education Access for Undocumented Students. The Claremont Letter. Volume 4, Issue 1, Claremont Graduate University (NJ1). The author began studying undocumented students in the spring of 2006 to better understand the educational experiences of those who wanted to go to college or who were already in college. He invited three of his CGU (Claremont Graduate University) students–Richard Cortes, Heidi Coronado, and Karina Ramos–to join his research team. To better understand the issue and generate and activities that most college-bound students list on their college applications, he did not expect the high levels of community service and volunteering that they reported. These findings were particularly remarkable because these immigrant youth are so marginalized in our society. They have almost no legal rights, they can be deported at any time, are not eligible for any type of government services, cannot legally work, and most frustrating of all, they are not eligible for grants or loans to attend college. Among the most significant findings, they discovered that as a group, college-eligible undocumented students demonstrate academic achievement, leadership participation, and civic engagement patterns that are often above that of their US-citizen counterparts. Based on findings from his research, the author argues that the civic and academic dedication of undocumented students warrants at the very least official government recognition. Going a step further, the federal government can even support and encourage this type of civic commitment by rewarding such model behavior with legislation that provides a path to legalization.   [More]  Descriptors: College Bound Students, Undocumented Immigrants, Student Characteristics, Citizenship

Jefferies, Julian (2009). Do Undocumented Students Play by the Rules?: Meritocracy in the Media, Critical Inquiry in Language Studies. The way that immigration is talked about in the public sphere has direct bearing on the ways that health, education, legal, and political institutions enact policies to deal with this phenomenon. Looking at the major media output on questions of access to higher education for undocumented immigrant youth in Massachusetts, this study shows the prevalence of a set of frames related to meritocratic ideologies. Meritocracy, as an ideology of inequality, served economically established populations to justify inequalities in society in a Black and White America, and it is now used to justify the segregation of new waves of immigration. Vilifying this population for being "illegal", not having the right "moral character" and integrity, the discourse ultimately brands them as deserving the status of second class citizens. Furthermore, this discourse decontextualizes the global phenomenon of immigration, obscuring its relationship to the conditions of the global capitalist economy, the context of global relations between capital and labor, the international division of labor and its consequences of the movements of people.   [More]  Descriptors: Ideology, Labor, Integrity, Immigration

Malzer, Maris; Popovic, Milica; Striedinger, Angelika; Bjorklund, Karin; Olsson, Anna-Clara; Elstad, Linda; Brus, Sanja; Stark, Kat; Stojanovic, Marko; Scholz, Christine (2009). Equality Handbook, European Students' Union (NJ1). "Tolerance is not enough, discrimination must be fought" is what ESU staff stated in their Seminar on Equality in London, last May. Following their seminar, they decided to provide members with more practical tools to fight discrimination in higher education. This handbook aims at as part of that strategy. Focusing on several issues that are high on the political agendas of the governments today, they try to provide with the argumentation and analyses to make a difference. ESU chairperson Koen Geven strongly believes that promoting equality has always been one of the cornerstones of the student movement. But although equality has been high on the agenda of the student movement, only so much has changed in universities. Gender equality can be a good example to proof this point. But ESU members must continuously realise that equality is not just a gender issue. This handbook therefore also covers problems experienced by black students, students with different sexual orientation and all other groups facing structural or increasing discrimination. Especially with the rise of extremist right wing parties focusing purely on hatred against gay people or immigrants, efforts should be increased. Best practices are appended. A glossary is included.   [More]  Descriptors: Equal Education, Immigrants, Best Practices, Sexual Orientation

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