Bibliography: Immigrant Rights (page 29 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 Journal of Intergroup Relations, May Ann Kainola, Washington Department of Education, Washington National Council on Disability, Washington Immigration and Naturalization Service (Dept. of Justice), Randall R. Beger, William L. Taylor, Francis X. Femminella, Victor Garcia, and Ottawa (Ontario). International Council on Social Welfare.

Hein, Jeremy; Beger, Randall R. (2001). Legal Adaptation among Vietnamese Refugees in the United States: How International Migrants Litigate Civil Grievances during the Resettlement Process, International Migration Review. Examines how Vietnamese refugees use the American legal system to address grievances arising during resettlement and how resettlement affects the pace of their legal adaptation. Data from state and federal civil cases involving Vietnamese litigants indicate that several aspects of Vietnamese litigation match their resettlement process, such as civil rights and intraethnic litigation occurring later than other types of cases. Descriptors: Asian Americans, Civil Rights, Court Litigation, Immigrants

Department of Education, Washington, DC. Office of the Under Secretary. (2000). Individual Programs: 1999 Performance Reports and 2001 Plans. Volume 2. U.S. Department of Education. This report provides an overview of the Department of Education's (ED) progress toward four main goals: (1) help all children reach challenging academic standards so they are prepared for responsible citizenship, further learning, and productive employment; (2) build a solid foundation for learning for all children; (3) ensure access to postsecondary education and lifelong learning; and (4) make ED a high-performance organization by focusing on results, service quality, and customer satisfaction. The report was created to meet the requirements of the Government Performance and Results Act. The volume contains information on education reform and is divided into 16 sections. These sections cover the following topics: education reform; education for disadvantaged children; impact aid; school-improvement programs; reading excellence programs; Indian education; school-renovation programs; bilingual and immigrant education; special education; rehabilitation services and special institutions; student financial assistance; vocational and adult education; higher education; education research, statistics, and improvement; Office for Civil Rights; and Office of the Inspector General. Some of the programs that are discussed include school-to-work opportunities, migrant education, teaching to high standards, state grants, the foreign-language assistance program, state grants for incarcerated youth, the underground railroad program, the National Writing Project, civic education, and the fund for the improvement of education.   [More]  Descriptors: Accountability, Annual Reports, Educational Objectives, Elementary Secondary Education

International Council on Social Welfare, Ottawa (Ontario). (1976). Struggle for Equal Opportunity–Strategies for Social Welfare Action. Lutte pour l'egalite des chances–Strategies pour l'action sociale. In this report the concept of equal opportunities and strategies for implementing social welfare programs in Canada are discussed. Existing laws and services are described. Access to services and the extension of welfare rights are considered. Definitions of poverty, strategies for the redistribution of income, and obstacles preventing income redistribution are examined. The question of equal opportunities for minorities, including the French language population, native peoples, women, immigrants, and the poor, is viewed in light of government priorities. Strategies for creating equal opportunities in politics and administration and among geo-political areas within Canada are suggested. International cooperation in the attainment of social welfare rights is explored in terms of the Canadian attitude towards social development. Descriptors: Canada Natives, Change Strategies, Civil Rights, Equal Education

Immigration and Naturalization Service (Dept. of Justice), Washington, DC. (1974). Federal Textbook on Citizenship. Our American Way of Life. Becoming a Citizen Series. Book 1. Revised. Part of the "Becoming a Citizen Series," this book is the first of three Federal Textbooks on Citizenship which are published by the Immigration and Naturalization Service. The series, first published in 1964, is regularly revised to reflect any changes that may occur in the government. The book teaches immigrants to speak, read, and write English and prepares students for the citizenship examination, while teaching basic tenets of American life. The early history of the United States and a description of the government and how it works are presented. The book also teaches the rights and responsibilities of citizenship and how to become an American citizen.   [More]  Descriptors: Adult Education, Citizenship, Citizenship Education, Civics

Journal of Intergroup Relations (1992). Civil Rights Issues Facing Asian Americans in the 1990s. Present results of an investigation into civil rights issues facing Asian Americans undertaken by the U.S. Commission on Civil Rights. Many conclusions with respect to violations of Asian Americans' civil rights are applicable to other minority groups. There are 44 recommendations to ensure the civil rights of Asian Americans. Descriptors: Access to Education, Advisory Committees, Asian Americans, Civil Rights

Munoz, Cecilia (1990). Unfinished Business: The Immigration Reform and Control Act of 1986. The intent of the Immigration Reform and Control Act (IRCA) of 1986 to eliminate the large exploitable subclass of undocumented immigrants living within the borders of the United States cannot be achieved through the methods chosen for its implementation. IRCA was designed to legalize the status of undocumented immigrants and to prevent more immigrants from entering the country illegally. The legalization program comprised a two-stage process for undocumented immigrants to become legal citizens. The employer sanctions program required employers to verify the documents of all new employees and established penalties for hiring undocumented workers. The first stage of legalization failed to maximize participation by eligible applicants. Many who completed the first stage of legalization may lose their legal status because of implementation problems with the second stage of the program. Furthermore, the benefits of legalization did not always apply to family members, who continue to face deportation. Efforts to educate employers about employer sanctions are yielding unimpressive results, and sanctions seem to have had little long-term effect on apprehensions at the United States-Mexican border. Labor market studies show that IRCA has had no significant effect on the job market for undocumented workers and has resulted in widespread employment discrimination against Hispanic and other Americans. The following recommendations are made: (1) complete the legalization program; (2) adopt new policies to eliminate the undocumented immigrant subclass; (3) repeal employer sanctions and develop alternatives for controlling illegal immigration that do not infringe on citizens' civil rights; and (4) reject proposals to develop any type of national identity card. Statistical data are presented in 10 graphs and 2 tables. A list of 94 endnotes is appended. Descriptors: Citizenship, Employer Employee Relationship, Federal Legislation, Federal Programs

Liss, Susan M., Ed.; Taylor, William L., Ed. (1991). Lost Opportunities: The Civil Rights Record of the Bush Administration Mid-Term. This study of the civil rights policies and practices of the Bush Administration reviews the first 2 years of that administration's actions, presents recommendations for the future, and offers a series of working papers prepared by experts in the civil rights field. Part 1 of two major parts presents the actual report of the Citizen's Commission on Civil Rights, a bipartisan group of former officials of the Federal Government. That report treats civil rights policy and enforcement in the Bush Administration and offers seven recommendations for change. Part 2 presents 22 working papers on civil rights that deal with the following topics: (1) the Civil Rights Act of 1990; (2) education (enforcement in elementary and secondary education, sex discrimination, and minority access to higher education); (3) employment rights (equal employment opportunity and employment rights of older Americans); (4) immigration; (5) health (civil rights impact on national health policies and challenges posed by the Acquired Immune Deficiency Syndrome); (6) housing (fair housing enforcement, federal fair lending, credit opportunity, and community reinvestment enforcement); (7) affirmative action; (8) political rights (voting rights enforcement, voter registration reform, and the 1990 Census and minority undercount); (9) rights of institutionalized persons; (10) rights of persons with disabilities (Americans With Disabilities Act, Department of Housing and Urban Development, and rights of the institutionalized disabled); (11) United States Civil Rights Commission; and (12) administration of justice (judicial nominations and the Hate Crime Statistics Act). Included are notes on the authors and extensive endnotes for the working papers.   [More]  Descriptors: Access to Education, Affirmative Action, Civil Rights, Civil Rights Legislation

Council of Europe, Strasbourg (France). Documentation Center for Education in Europe. (1974). United Kingdom (With Addendum in Respect of Scotland). [CME Country Reports]. It is the United Kingdom policy that all children, whatever their background, should have equal educational opportunity. School attendance is compulsory for all children and is enforced; educational responsibility rests largely with local authorities. So far as the education of immigrants is concerned, government objectives have been to promote a policy that makes the same educational facilities and opportunities available to immigrants and their children as to the indigenous population, without impinging on the rights of local authorities. Some difficulties are the migrants' ignorance of available opportunities; uneven population concentrations, often in depressed areas with poor housing; and language and cultural adjustment problems. Measures to meet these difficulties cover government publications and research; special help for deprived areas; teacher recruitment and training; further and adult education; and broadcasting programmes. The bulk of this report refers to the overall situation in the United Kingdom; the addendum refers to specific differences between Scotland and other parts of the United Kingdom. Descriptors: Acculturation, Administrative Policy, Adult Education, Area Studies

National Council on Disability, Washington, DC. (1999). National Disability Policy: A Progress Report, November 1, 1997-October 31, 1998. This progress report reviews federal policy activities toward the inclusion, empowerment, and independence of people with disabilities consistent with the vision of the Americans with Disabilities Act of 1990 (ADA). The report covers the period of November 1, 1997, through October 31, 1998. It notes progress where it has occurred and makes further recommendations in the following areas: (1) disability research; (2) civil rights; (3) education; (4) health care; (5) long-term services and supports; (6) immigrants, and racial and ethnic minorities with disabilities; (7) Social Security work incentives and Social Security solvency; (8) employment; (9) welfare to work efforts; (10) housing; (11) transportation; (12) technology; and (13) international issues. The review indicates that the rate of progress is slower and less steady than many in the disability community had hoped when ADA was enacted into law, and that federal policy remains rife with inconsistent messages and unrealistic requirements for people with disabilities who rely on federal programs like Social Security disability benefits, vocational rehabilitation, Medicaid, Medicare, special education, and Temporary Assistance for Needy Families. In addition, it warns that the backlash against civil rights for children and adults with disabilities continues to motivate attempts to weaken disability laws.   [More]  Descriptors: Adults, Assistive Devices (for Disabled), Children, Civil Rights Legislation

Kloss, Heinz (1977). The American Bilingual Tradition. This volume, published on the occasion of the American Bicentennial, is based on a revision of a 1963 German-language publication describing and analyzing the phenomenon of cultural and linguistic pluralism in American society. It is part of a series on bilingual education, intended to inform the public about how people have used bilingual education to educate their children. Chapter one outlines the constitutional and ethnolingual background and gives an overview of the main categories of language rights in the United States. Chapter two describes the extent to which the central government has or has not promoted languages other than English. Chapter three discusses American achievements in the area of toleration-oriented minority rights, and chapter four the achievements concerning promotive minority rights, granted to post-independence immigrant groups. Chapters five and six describe the promotive language rights meted out in the mainland area of the United States to "old settler" groups. The two following chpaters deal with nationality rights in outlying areas and overseas possessions. The final chapter presents a summary. Appendices contain: (1) a 1970 survey of mother-tongue statistics, listed by state; and (2) a listing of languages other than Spanish and English used in BEA-funded bilingual education projects in 1974-1975. Descriptors: Bilingual Education, Bilingualism, Cultural Pluralism, Educational Legislation

McBride, Rebecca (2005). Handbook for Youth in Foster Care, New York State Office of Children and Family Services. This handbook is for youth placed in foster care through local departments of social services (DSS) (not the juvenile justice system). The handbook was written for youth entering foster care for the first time as well as youth already in foster care, in the hope that youth entering or already in foster care will find the information helpful. The handbook describes youths' rights and responsibilities while in foster care. It also describes what happens when they are older and leave foster care. It represents minimum New York State requirements, but individual counties or agencies may have some additional rules. [This handbook was produced by the New York State Office of Children & Family Services with the help of Youth in Progress.]   [More]  Descriptors: Counties, Foster Care, Social Services, Youth

Femminella, Francis X. (1976). Ethnic Dimensions of Citizenship. The relationship between ethnic heritage and citizenship is explored in this paper. The author develops his analysis in four chapters. Chapter I examines levels of identity through which all individuals progress as they mature. These include identification with oneself, one's family, the extended family and ethnic group, the nation, and the world community. Education is seen to help in developing individuals' conscious awareness of their own identifications. Chapter II discusses concepts of ego-identity (self-image in relation to others) and ideology (value-influencing phenomena which connect individuals to their society). Interpretations of these concepts by Erik Erikson, K. Mannheim, and N. A. Murray are outlined and are used to generate a new concept of ethnic ideological themes. Ethnic ideological themes are the value orientations which are held in common by members of an ethnic group. Chapter III explores the concept of ethnic identity in relation to effects of immigration and interaction with resident native groups. The author notes the transformation of the melting pot theory to the theory of cultural pluralism (see SO 012 364), the phenomenon of alienation of new immigrant groups from native residents, and differing effects of immigrant status on first, second, third, and fourth generation immigrants. Chapter IV considers the concept of citizenship and its relation to education. Since the educational system helps shape an individual's identity, all Americans have the right to expect it to promote ethnic heritage awareness as well as awareness of citizenship responsibilities. Descriptors: Citizenship, Conceptual Schemes, Cultural Background, Cultural Pluralism

Kainola, May Ann (1982). Making Changes: Employment Orientation for Immigrant Women. This guidebook was prepared for immigrant women in Canada who want to make changes in their working lives but who lack the knowledge, information, or self-confidence to carry out such changes. It is suggested that the book be used in group settings with immigrant women sharing the same concerns. Nine units cover the topics of getting to know one another, taking control, planning goals, assessing skills, training for a new career, searching for a job (two units), taking a job, and reviewing what has been learned in preparation for the next step of carrying through some of the planned changes. Each unit has an introduction; a story, poem, or dialogue describing the experience of immigrant women accompanied by questions; information about job training opportunities, job search skills, and the rights of working women; group activities, such as role-playing; spaces to record the participant's experience and ideas; methods for developing strategies or ways of solving problems; and language practice. An appendix includes a glossary of unfamiliar words and further information on community services, continuing education, and legislation affecting female workers. Descriptors: Assertiveness, Career Change, Career Planning, Civil Rights

International Migration (1979). Adaptation and Integration of Permanent Immigrants Seminar (4th, Geneva, Switzerland, May 8-11, 1979). This document contains working papers prepared for a seminar on Adaptation and Integration of Permanent Immigrants, along with general and specific recommendations formulated by seminar participants. Conclusions and recommendations from each paper are presented in English, French, and Spanish; the conference papers themselves are presented only in English and are as follows: "The Situation of Children of Migrants and their Adaptation and Integration in the Host Country, and their Situation in the Country of Origin" (W.A. Dumon); "Education of Migrant Children, Including Guidance and Language Training" (G. Falcki); "Sociopsychological Problems of Migrants' Children and Cultural Conflicts" (A. Eppink); "Problems Concerning Clandestine Migrant Children" (G. Rochcau); The Situation of Migrant and Refugee Children in Relation to the United Nations Declaration of the Rights of the Child" (E. Underhill); "Resettlement in the United States of Unattached and Unaccompanied Indochinese Refugee Minors (1975-78) by Lutheran Immigration and Refugee Service" (I. Walther); "Consultative Participation and the Role of Immigrants' Associations in Relation to the Country of Origin and the Host Country" (M.C. Castro Almeida); "The Migrant's Participation in the Political Life of his Country of Origin in the Context of his Integration" (J. Cases Mendez); "Participation of Migrants in the Political Life of their Country of Origin in the Context of their Adaptation (with Special Consideration of the Situation in Turkey)" (H. Pekin); "The Preservation of Immigrant Cultures" (D. Storer); and "Preservation of the Immigrants' Culture and Sharing of Cultural Values" (I.K. Lindenmayer). The document ends with a list of all information documents submitted by governments and international organizations, and a list of participants. Descriptors: Acculturation, Adults, Biculturalism, Child Neglect

Garcia, Victor (1996). All Was Not Lost: The Political Victories of Mexican Immigrants in Guadalupe, California. Since the 1970s, the Mexican-descent population of Guadalupe, California, has spearheaded a drive for local political representation. This paper examines their struggles and challenges the misconception of Mexican campesino immigrants as politically apathetic in their new homeland. From 1960 to 1990, the percentage of Guadalupe's population that was of Mexican descent rose from 18 to 83 percent, reflecting both an influx of Mexicans and a White exodus. The primary community division is between "natives" and newcomers, the latter comprised of Mexican Americans, Mexican immigrants, and a few Filipinos, all of whom came to Guadalupe as agricultural workers. The newcomers first challenged the political power of the natives in the 1970s, when newcomer children became the majority in the Guadalupe Union School District. Parent concerns included lack of bilingual education, labeling of Spanish-speaking children as learning disabled, and corporal punishment. Following parent protests, school boycotts, and the arrest and conviction of parents for inciting a riot, the U.S. Civil Rights Commission found that the town's education and justice systems had failed to uphold the civil rights of Mexican and Mexican American residents. After subsequent mass resignations in the school system, the school board began to work closely with newcomer parents. Due to the city's at-large electoral system, newcomers did not achieve representation in city government until the 1990s. Ironically, outrage over Proposition 187 fueled newcomer election victories.   [More]  Descriptors: Activism, Boards of Education, Citizen Participation, Community Action

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