Bibliography: Immigrant Rights (page 17 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 Roger Waldinger, David K. Androff, Mei Yan Lu, John W. Duffy, Jonathan Baum, Roger Geertz Gonzalez, Carole L. Hahn, Robyn Sneath, Elizabeth A. Mongillo, and Rosha Jones.

Baum, Jonathan; Jones, Rosha; Barry, Catherine (2010). In the Child's Best Interest? The Consequences of Losing a Lawful Immigrant Parent to Deportation, Chief Justice Earl Warren Institute on Race, Ethnicity and Diversity. Congress is considering a comprehensive overhaul of the nation's immigration laws more than a decade after the enactment of strict immigration measures. Lawmakers should take this opportunity to reaffirm the nation's historic commitment to family unity by addressing the discrete provisions that currently undermine it. Current U.S. immigration laws mandate deportation of lawful permanent resident (LPR) parents of thousands of U.S. citizen children, without providing these parents an opportunity to challenge their forced separations. Through a multi-disciplinary analysis, this policy brief examines the experiences of U.S. citizen children impacted by the forced deportation of their LPR parents and proposes ways to reform U.S. law consistent with domestic and international standards aimed to improve the lives of children. This report includes new, independent analysis of U.S. Department of Homeland Security (DHS) data. The authors estimate that more than 100,000 children have been affected by LPR parental deportation between 1997 and 2007, and that at least 88,000 of impacted children were U.S. citizens. Moreover, their analysis estimates that approximately 44,000 children were under the age of 5 when their parent was deported. In addition to these children, this analysis estimates that more than 217,000 others experienced the deportation of an immediate family member who was an LPR. The authors propose that the United States: (1) Restore judicial discretion in all cases involving the deportation of LPRs who have U.S. citizen children in order to give parents a meaningful opportunity to present evidence of the adverse impact that their deportation will have on their U.S. citizen children; (2) Revert to the pre-1996 definition of "aggravated felony"; (3) Collect data on U.S. citizen children impacted by deportation of an LPR parent; and (4) Establish guidelines for the exercise of discretion in cases involving the deportation of LPRs with U.S. citizen children. Data Sources and Methodology are appended. (Contains 1 figure, 2 tables and 92 notes. )[This report was co-produced by the International Human Rights Law Clinic at the University of California, Berkeley, School of Law and the Immigration Law Clinic at the University of California, Davis, School of Law. Parisa Ijadi-Maghsoodi provided legal analysis of immigration detention and removal defense, and conducted interviews of detainees as an intern in the Immigration Law Clinic at the University of California, Davis, School of Law (2010). Lisa Chavez conducted deportation and demographic data analysis. Quin Hodges contributed legal research and analysis of immigration laws and conducted interviews of detainees as an intern in the Immigration Law Clinic.]   [More]  Descriptors: Federal Legislation, Legislators, Immigration, Relocation

Maoláin, Aengus Ãì.; Popescu, Cristi; Bergan, Gabriela; Sallinen, Jyri; Savola, Pauliina; de Bruijn, Simone; Dalen, Svea; Servant, Thibaut; Grønne, Viktor (2016). Handbook for National Unions of Students on Students with a Migrant or Ethnic Minority Background, European Students' Union. This handbook has been written by the European Student's Union's Ethnic Minorities Working Group (EMWG) based on the work it conducted from its establishment at ESU's Board Meeting 57 in 2009 until its expiration at the Board Meeting 64 in 2013. The work was undertaken by representatives from ESU's members SAMOK (Finland), NUSUK (UK), LSVb (the Netherlands), ANOSR (Romania), NASC (Bulgaria), FAGE (France) and NSUM (Macedonia), as well as ESU's Equality Coordinator and Human Rights and Solidarity Coordinator and previous members of social affairs committee. Ethnic minorities are vast and complex groups of people. Some identifiable groups, such as the largest in Europe–the Roma people, live in no single geographic region and live in every country in Europe and beyond. Other groups, such as the Basque community have maintained coherence because of their geographic location. Migrants, whether from within the European Union, whether migrants of economic necessity, personal choice, or so-called third-country migrants resident in Europe for reasons of asylum, economic necessity or choice all have as many different contextual backgrounds as there are people. As such, it is intensely challenging to attempt to create any single policy or set of guidelines to deal with a non-unified group of demographic convenience, rather than a single community. As the numbers of people within Europe who might fall into the category here discussed runs to the dozens of millions, the statistical data which reinforces the underperformance and underrepresentation of these groups in higher education is an unacceptable aberration and it is the responsibility of all parties involved in higher education governance to take actions to improve the chances of any group which is victim to inequality. This document will discuss the obligations of the "majority" population to the minority groups described. Perhaps the most challenging barrier to education for underrepresented groups is the fact that a highly disproportionate majority of policy makers and leaders are from the traditional majority groups. It is a right in democratic societies for individuals to criticise and engage in making and shaping change. In order for higher education to truly adapt to a more inclusive model of governance, those responsible for governance must more accurately reflect the groups for whom higher education is available–which should, of course, be everyone. It is hoped that this document provokes questions in the readers' minds and gives them some insights to what is, after all is said and done, a hugely local/national matter, and requires very local actions. This European overview can only serve to provoke these discussions, but will feed into ESU's European-level inputs. A bibliography is included.   [More]  Descriptors: Student Unions, Minority Groups, Ethnic Groups, Guides

Duffy, John W. (2008). Teaching for Critical Literacy and Racial Justice, Democracy & Education. Eminent African American historian Carter G. Woodson in his book "The Miseducation of the Negro," published a generation before the "Brown v. Board of Education" decision, concerned himself not with the racial composition of classrooms and schools, but with the curricula taught both in the schools and the larger culture. Certainly Woodson acknowledged the gross disparity of resources between White and Black schools, but most importantly he recognized that it was the significance of what was taught and not taught in American public schools that ultimately limited the potential of Black children to succeed in school and the larger society. Woodson understood that an education that ignored or distorted the cultural strengths of African and African American history and praised the supposed supremacy of White civilization was more harmful than the physical isolation of Black students sanctioned by the "Plessy v. Ferguson" guideline of "separate but equal," established by the Supreme Court in 1896. This article addresses how the author has shaped his curriculum in the wake of the post-Civil Rights era to cultivate in his students a respect for and commitment to racial justice and equal opportunity. The pedagogy he shares has largely developed around his teaching of U.S. history as a White American male in the two high schools where he has spent his career, one a predominantly White school with a significant percentage of students with Asian backgrounds and the other a predominantly African American school with a significant number of Latino students. While the principles, beliefs, curricula, lessons, and materials examined in this article focus on African American history, his teaching about the history of American Indians, as well as Asian Americans, Latinos, and other immigrant groups incorporates similar approaches to uncovering both shared and unique struggles for self-identity and justice in the past and present.   [More]  Descriptors: African American Students, United States History, History Instruction, Civil Rights

Colatrella, Steven (2011). Nothing Exceptional: Against Agamben, Journal for Critical Education Policy Studies. Giorgio Agamben's work has become widely influential as a guide to explaining the extra-constitutional powers assumed by governments under the rubric of the War on Terror. His formulations, such as Homo Sacer and State of Exception, have been extended to apply to a wide variety of experiences of repression of liberties or social control, including the repression of Roma in Europe, of undocumented immigrants, and others. This essay argues, however, that Agamben's approach, while insightful and well-meaning, is potentially disastrous for the defense of the very liberties that those utilizing them seek to protect. By demonstrating that Agamben's categories were developed without reference to crucial historical experiences, including slavery and anti-slavery, genocide against indigenous peoples and enclosures of common land and resources, fail to provide either a convincing explanation for the rise of the phenomena he critiques, or a plausible strategy for confronting or reversing them. A re-reading of the history of the development of democracy through the struggles of exploited and marginalized groups, and a use of some of the basic categories of historical materialism is instead proposed as a more successful approach both for explaining, and defending against, the repressions and dangers Agamben warns about.   [More]  Descriptors: Foreign Countries, Government (Administrative Body), Power Structure, Philosophy

Greason, Walter (2009). Blackness and Whiteness as Historical Forces in the 20th Century United States, Multicultural Perspectives. At the core of the epistemology of black identity in the 20th century United States is the assertion that freedom is a human right, not a privilege to be earned. By the late 19th century, an ideology of racial uplift had emerged that revolved around four concepts–compassion, service, education, and a commitment to social and economic justice for all citizens, as Kevin Gaines notes in "Uplifting the Race" (1996). These elements would form the foundation for black identity and the argument for racial integration in the United States. It was the strength of these ideals that ultimately civilized a plurality of American citizens between 1955 and 1965, resulting in the landmarks of the Civil Rights Movement (the "Brown" decision, the Montgomery Bus Boycott, the confrontations in Selma and Birmingham (Alabama), the Civil Rights Act of 1964, and the Voting Rights Act of 1965). For the first time in American history, white Americans publicly rejected the legitimacy of white supremacy as a pillar of civilization. In this article, the author talks about blackness and whiteness as historical forces in the 20th century United States. He discusses the concept of whiteness based on the works of Tim Wise (2005) and David Roediger, who have undertaken the task to document the experience of identifying whiteness that shaped the last five centuries.   [More]  Descriptors: United States History, Race, Civil Rights, Altruism

Waldinger, Roger (2002). The Remaking of America and Immigrants: Old and New. This paper discusses controversy over the relevance of the past for understanding immigrant trajectories of today. While one interpretation says that the past and present fundamentally diverge (such that a substantial portion of today's newcomers are unlikely to climb up and into the American social order in the fashion experienced in previous years), another interpretation suggests that the country is not easily rid of the past. This paper disagrees with a suggested construction of the past that is influenced by both presentism and continued reliance on justly influential but intrinsically time-bound interpretations. It asserts that the terms majority, ethnic group, and minority have meant different things over the years, which implies considerable revision in understandings of the distinctiveness of America's encounter with today's versus yesterday's immigrants. Yesterday's immigrants encountered a highly ethnicized majority. They lacked the cultural and intellectual resources needed for a self-conscious ethnic assertion and were linked to organizations that redirected loyalties in other ways. By contrast, today's newcomers enter a society transformed by an earlier civil rights struggle, the results of which democratized and enlarged the civic nation, expanding the understanding of what it means to be American. The paper concludes that today's immigrants are likely to remake the country in ways more fundamental and far-reaching than did their predecessors.   [More]  Descriptors: Acculturation, Economic Factors, Educational Attainment, Ethnicity

Sneath, Robyn (2017). Whose Children Are They? A Transnational Minority Religious Sect and Schools as Sites of Conflict in Canada, 1890-1922, Paedagogica Historica: International Journal of the History of Education. In 1874, 6000 Old Colony Mennonites, an ethno-religious minority sect, immigrated to the Canadian prairies from Russia, after negotiating a charter of privileges with the federal government. Chief among these freedoms was the right to educate their children without government interference. Between 1890 and 1922, tensions mounted between the Mennonites and the government over issues related to schooling, culminating in the 1922 exodus to Latin America. Archival evidence–school inspector reports, personal correspondence and German and English-language newspapers–illustrates how a lack of identity with a nation-state rendered government attempts at assimilation through schooling ineffective. The transnational lens elucidates why these Mennonites were not moved by state efforts; their allegiance was to their own community and to the kingdom of God, but not to any particular nation. Successive legislation–the 1890 Schools Act, the 1907 law mandating that the Union Jack flag be flown outside schools, and the School Attendance Act–though not directed solely at the Mennonites, made it harder for them to conduct their schools according to tradition. Schooling served as the primary locus through which their language, religion and worldview were transmitted and these goals often conflicted directly with predominant concepts of education.   [More]  Descriptors: Educational History, Religious Cultural Groups, Educational Legislation, Minority Groups

Gifford, Bernard R.; Valdes, Guadalupe (2006). The Linguistic Isolation of Hispanic Students in California's Public Schools: The Challenge of Reintegration, Yearbook of the National Society for the Study of Education. According to Frankenberg, Lee, and Orfield, segregation for black students declined substantially after the landmark 1954 U.S. Supreme Court decision, "Brown v. Board of Education," reaching its lowest point 30 years later. By comparison, Latino students have experienced "steadily rising segregation since the 1960s." Unlike black students who have been the focus of desegregation orders and Office of Civil Rights enforcements, Latinos have remained segregated both because of limited policy efforts on their behalf and because of their increasing numbers. In this chapter, the authors focus on the educational challenges of linguistic isolation for Latino students by examining the case of California. They provide a historical overview of Spanish in California, tracing the climate of evolving hostility toward Spanish and Spanish-speaking immigrants, and describing the challenges of achieving equity for Latino students segregated by language. The authors address four objectives that are of paramount importance in the challenge of reintegration.   [More]  Descriptors: Educational Environment, Spanish Speaking, Language Usage, Student Rights

Comeau, Mary T. (1996). U.S. Racial Ideology and Immigrant/Refugee Policy: Effects on Asian-American Identity, Community Formation and Refugee Education Initiatives. Two papers explore racial ideology and policy toward immigrants and refugees in the United States. The first paper, "Race Theory Paradigms and Immigrant/Refugee Identity and Incorporation," asserts that the United States is a race-based society in which newcomers to the country have a racial identity imposed upon them. A review of the social science literature offers evidence of the sociohistorical construction of the concepts of "race,""immigrant," and "refugee." The evolution of race theory in the United States can be examined chronologically and divided into paradigm categories of biology, ethnicity, class, nationalism, and racial formation. The prevailing racial ideology influences immigrant policy and then affects immigrants' rights and their incorporation into the host society and their access to social welfare. An example is provided in the situation of Indochinese refugees, who entered the country with the assigned unique category of "allied alien," but who have become aligned with both the Asian American model minority stereotype and stereotypes of illegal aliens. The second paper, "Collective Organization and Action around Racial Identity," discusses organizations formed by immigrant groups and their leadership in the context of U.S. immigrant policy. Indochinese refugees provide an example of the way in which resettlement assistance can lessen the role of self-help groups, even as the government funds acculturation and cultural maintenance programs. Participation by the Indochinese in pan-Asian organizations also remains limited. Implications for community education initiatives for refugees and immigrants are discussed. (Contains 164 references.)   [More]  Descriptors: Acculturation, Asian Americans, Community Education, Ideology

Mongillo, Elizabeth A. (2009). Pursuing College Education in the Context of Gender-Based Violence and Psychiatric Histories: Women's Lived Experiences of Resilience and Recovery, ProQuest LLC. There has been a growing movement toward expanding biomedical psychiatric models focused on individual psychopathology using contextually-sensitive, socio-politically informed, ecological approaches, and resilience and recovery perspectives emphasizing individuals' rights to access the necessary resources to resume life pursuits (e.g. education) interrupted by psychiatric distress and trauma. The goal of this mixed methods study was to better understand the life stressors experienced by women pursuing their college educations in the context of gender-based violence (GBV) and psychiatric histories characterized by psychiatric hospitalization (PHSP), and the resources they feel they need to promote their wellness and educational success.   A total of 664 female undergraduates recruited from an urban, largely ethnic minority, immigrant, and working class undergraduate commuter university completed measures of perceived life stress, self-reported distress, and an ecologically-based measure of resilience. Quantitative results indicated that women who had experiences of both GBV and PHSP reported significantly higher levels of perceived stress on the Realistic Life Stress Scale (RLS), higher levels of self-reported distress on the Hopkins-21, and lower perceived levels of available coping resources on the Resiliency Scale for Adults (RSA) than women who had neither of these experiences.   Sixteen of the ninety-seven women in the sample who had experienced both GBV and PHSP additionally participated in narrative interviews, which were coded for themes, analyzed from feminist ecological and life course perspectives, and located within their ecological context through situational analysis, (e.g. mapping oppressive conditions in the women's lives and resources for empowerment and recovery). The situational map resulting from qualitative analyses illustrated the circumstances under which eight ecological domains in the women's lives (Campus Resources, Community Resources, Family & Friends, Health & Mental Health Systems of Care, Legal/Political Systems, Voluntary or Paid Employment including Military, Beliefs, Perceptions & Worldviews, and Mediums of Reflection and Expression) were experienced as having a damaging/negative influence versus a positive/supportive influence on their pursuit of their educational and recovery goals. Themes from the interviews were also used to develop an Action Plan outlining key recommendations the women felt would maximize the extent to which the university could support them in achieving their goals.   [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: Working Class, Violence, Females, Psychopathology

Gonzalez, Roger Geertz (2012). Turkish-German Access to Higher Education: An Historical and Democratic Theory Analysis, 1960-2010, Intercultural Education. This article looks at access to higher education in Germany. For a number of reasons, explained in this article, higher education is presently an elite system that privileges ethnic Germans while preventing Turkish-Germans from gaining sufficient access into academe. If Germany is to become a fully functioning multicultural democracy with equal rights for all it will have to revamp its higher education system so that Turkish-Germans can gain better access to such institutions and consequently feel included into the German social and political system.   [More]  Descriptors: Higher Education, Democracy, Foreign Countries, Access to Education

Hahn, Carole L. (2003). Democratic Values and Citizen Action: A View from US Ninth Graders, International Journal of Educational Research. As part of the IEA study of civic education, US ninth graders were assessed for their civic knowledge, concepts, attitudes, and experiences. The study yielded information about the development of democratic attitudes and dispositions toward social action. US ninth graders rated free expression and free elections as most important for democracy. They were less sure about the importance of peaceful protests. US ninth graders were above the international average in their support of rights for both women and immigrants. However, not all groups of students were willing to extend rights to "the other." Additionally, students were most likely to have experienced social actions to help the community; far fewer were likely to engage in more politically oriented actions. Socio-economic variables and race/ethnicity were related to civic knowledge.   [More]  Descriptors: Democracy, Citizenship Education, Social Action, Elections

Androff, David K.; Tavassoli, Kyoko Y. (2012). Deaths in the Desert: The Human Rights Crisis on the U.S.–Mexico Border, Social Work. Many would acknowledge that immigration is a major issue in the United States and that immigration reform should be a priority. However, there is little attention to the human rights crisis on the U.S.-Mexican border. As a result of tightened border security since 1994, it is estimated that over 5,000 migrants have died in the Sonoran desert. The criminalization of immigration has resulted in a human rights crisis in three areas: (1) the rise of deaths and injuries of migrants crossing the border in harsh and remote locations, (2) the use of mass hearings to prosecute apprehended migrants, and (3) abuses of migrants in immigration detention. These policies and practices have serious repercussions for the affected vulnerable population. Despite recent legislation designed to discourage undocumented immigration, such as Arizona's Senate Bill 1070, the deterrence strategy has not diminished migration–it has only increased the suffering and deaths of migrants. Humanitarian groups are working to prevent more deaths but also have been targeted for criminalization. The profession's ethics compel social workers to work with humanitarian organizations to prevent more deaths and to advocate for humane immigration reform.   [More]  Descriptors: Foreign Countries, Immigration, Ethics, Undocumented Immigrants

Vang, Christopher T. (2006). Minority Parents Should Know More about School Culture and Its Impact on Their Children's Education, Multicultural Education. Many immigrant children encounter many difficulties and challenges in the public school. As a result, countless bilingual and limited-English-proficient students are lagging behind their peers. Minority students are labeled and treated differently from their classmates. Although equally capable, they are receiving a second-class education. The reason is the hidden curriculum in the current American educational system. Hidden curriculum is defined as instructional norms and values not openly acknowledged by teachers or school officials. The hidden curriculum is an underlying agenda that affects students of low socioeconomic status, particularly language-minority students. It is based on the attitude that non-English-speaking students are not capable of the same academic achievement as native speakers. In this article, the author discusses the negative effects of hidden curriculum to English language learners' (ELLs) academic achievement. The author also explains why parents of minority students are often unaware of their children's academic problems. The author also suggests that in order for these children to succeed, schools must give minority students the right tools from the start.   [More]   [More]  Descriptors: Second Language Learning, Minority Groups, School Culture, Limited English Speaking

Miller, Michael T.; Lu, Mei Yan (2006). Comparison of Historically Non-Democratic Nationality Faculty in Democratic Decision-Making in US Higher Education Institutions, Online Submission. American colleges and universities rely on a system of shared governance that includes the voluntary involvement of faculty to assist in the decision-making process. With a culture of democratic involvement and an expectation to participate in the democratic process generally, American citizens are accustomed to this type of involvement, regardless of whether or not they choose to participate. For citizens of other countries, however, this can be completely contrary to their conceptions of community involvement. In some countries, simply, there is no individual involvement in determining societal expectations, behaviors, or responses. Therefore, this study was designed to explore how citizens of those countries who have come to join US college and university faculty governance bodies exercise their right to involvement. Drawing on a sample of faculty who were socialized and originally from Mainland China, a survey of nearly 100 faculty was completed. Findings suggest that these faculty take their responsibilities on a faculty governance unit seriously and see their role as one of importance and based on their responsibility to the institution. The resulting conclusion of the study was that civic responsibility of immigrant groups, particularly those from non-democratic societies, can be polarized between the very involved and committed to those who are completely disengaged.   [More]  Descriptors: Foreign Countries, Community Involvement, Governance, Immigrants

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