Bibliography: Immigrant Rights (page 35 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 NY. City Coll. Dept. of Asian Studies. City Univ. of New York, Christopher Duke, Girma Berhanu, Stefan Manz, Washington Congress of the U.S., Dennis Ager, Washington Department of Education, Dennis Beach, Douglas Ray, and John C. Walter.

Chodzinski, Raymond T. (1988). Teacher Strategies for Non-Biased Student Evaluation and Program Delivery: A Multicultural Perspective, Canadian Modern Language Review. It is proposed that with increased immigration and resulting concern for minority rights and the preservation of cultural and language prerogatives, educators must be both committed and trained to support human rights and the implementation of non-biased educational programs. Strategies, techniques, and professional development topics for teachers are presented. 29 references. Descriptors: Bias, Classroom Techniques, Cultural Pluralism, Educational Strategies

Duke, Christopher; And Others (1986). Immigration, Adult Education and Multiculturalism in Australia. The study described in this report reviews adult education relevant to immigration and multiculturalism in Australia. The report is presented in three parts. The first part examines the background and context of adult education programs intended for immigrants and for a multicultural society. The first of two chapters presents the historical and social background of immigration policies and practices since World War II, and the second chapter sketches the development of adult education within this context. The central part of the report, containing six chapters, reviews the main programs and practices of adult education for immigrants and for a multicultural society. Chapter 3 examines on-arrival and ongoing programs; chapter 4 describes the programs and approaches within technical and further education in New South Wales. Chapter 5 contains an account of relevant work in universities and colleges, especially concerning English as a second language. The next chapter looks at efforts toward the enrichment of knowledge in a multicultural society for both non-English speaking and Anglo-Celtic groups. Chapter 7 looks at the severe problems confronting those with overseas qualifications who are seeking recognition and the right to practice in Australia. Finally, adult education intended to change attitudes is analyzed in chapter 8. The third part of the report discusses meanings, perceptions, attitudes and responses concerning multiculturalism in chapter 9, as a lead-in to more specific issues as they affect education. Chapter 10 is a case study of Vietnamese people in Sydney. The concluding chapter draws together the implications of the report. Descriptors: Adult Basic Education, Adult Education, Attitude Change, Comparative Education

Chai, Carolyn (1978). The Second National Conference Summary. In this summary of the 1978 National Conference on Asians in America and Asian Americans, conference proceedings, as well as papers and panel discussions, are briefly outlined. Workshops on foreign policy, immigration, Asian identity, education and employment, Indo-Chinese in the United States, teaching English to immigrants, racism and affirmative action, and community development, are discussed in terms of papers presented, ideas examined, and panel participants. Major problems, opportunities, and priorities for Asians in the United States are identified. Descriptors: Asian Americans, Civil Rights, Community Development, Conference Reports

National Council of La Raza, Washington, DC. (1976). Proceedings of the Symposium on Chicanos and Welfare (Albuquerque, New Mexico, November 19-20, 1976). The five papers presented at the symposium were discussed and reacted to by the participants. In "Values, Ideology and Social Services" a socio-philosophical approach is used to compare Chicano values to the origins and development of the values behind the Social Welfare System. "An Oral History of a Mexican Immigrant" presents the story of a 75-year-old Mexican woman who, at an early age, was faced with the adjustments and difficulties entailed in immigrating to the United States. A socio-cultural approach is used to document the values, attitudes and motives of a Mexican immigrant and her family. In "The Effects of the Welfare System on the Chicano Elderly", the economic and social conditions of the older Chicano generation are described in detail. A review is made of the government programs available to them and the effects the welfare practices and value system have on the Chicano elderly. The theoretical justification for these programs is also discussed. "The Welfare System's Impact on the Chicana: A Beneficiary's Perspective" describes the situation which motivated the formation of organizations that would advocate for the presentation of the rights of the Chicana when dealing with social service programs, discusses the failure of some Federal programs to meet their objectives, and gives case studies which illustrate problems encountered by Chicanas when participating in the various welfare programs. The final paper provides a statistical analysis of Chicanos and other Hispanic groups on the various public assistance programs. The symposium's plenary group discussion is summarized. Descriptors: Attitudes, Case Studies, Conferences, Cultural Influences

Department of Education, Washington, DC. (1998). U.S. Department of Education FY 1999 Annual Plan, Volume 2: Program Performance Plans. The Government Performance and Results Act of 1993 called for the U.S. Department of Education to prepare an Annual Performance Plan which links the Department's budget request with its Strategic Plan. To meet that directive, Volume 2 of the Department's Strategic Plan for 1999 is presented here. It includes the program performance plans that cover all of the Department's programs. The Department's budget request aligns budgetary and other programmatic and management resources to help reach Strategic Plan goals and objectives. The Plan discusses education reform, particularly Goals 2000, and the role that education technology will play in these Goals. The specific areas covered in the Plan include education for the disadvantaged, impact aid, class-size reduction and teacher financing, school improvement, the America Reads challenge, Indian education, bilingual and immigrant education, special education, rehabilitation services, vocational and adult education, student financial assistance, higher education, educational research and improvement, and civil rights. All of the programs are designed to help the Department reach its four primary goals: (1) help all students achieve high academic standards; (2) provide a solid foundation for learning; (3) ensure access to postsecondary education and lifelong learning; and (4) make the Department a high-performance organization by focusing on results, service quality, and customer satisfaction.   [More]  Descriptors: Annual Reports, Budgeting, Educational Finance, Educational Research

Varley, Doug (1992). The Lost War of Thomas Dorr, Humanities. Describes the efforts of Thomas Dorr to expand voting rights in Rhode Island to nonlandowning males. Discusses his leadership in the 1841 election in which voters ratified a People's Constitution that extended voting rights to white males who did not own land. Descriptors: Black History, Blacks, Cultural Interrelationships, Elementary Secondary Education

Ray, Douglas, Ed.; Poonwassie, Deo H., Ed. (1992). Education and Cultural Differences: New Perspectives. Reference Books in International Education, Vol. 15. Garland Reference Library of Social Science, Vol. 594. This book contains 27 essays and case studies that focus on the potential for education to lessen social inequality in various countries. Three widespread forms of inequality involve aboriginal societies in modern industrial states, long established communities denied full status, and recent immigrants. Chapters are: "Modern Inequality and the Role of Education" (D. Ray); "Perspectives on Equality of Opportunity in Education" (D. H. Poonwassie); "Aboriginal Populations and Equal Rights in Education: An Introduction" (D. H. Poonwassie); "Education and the Struggle for Adequate Cultural Competence in the Modern World: The Sami Case" (T. G. Svensson); "Australian Aborigines: Education and Identity" (D. Jordan); "Kura Kaupapa Maori: Contesting and Reclaiming Education in Aotearoa" (G. H. Smith); "Aboriginal Teacher Training and Development in Canada: An Example from the Province of Manitoba" (D. H. Poonwassie); "More than 400 Years in Creation, the Path of American Indian Education" (L. Lippitt & M. Romero); "Long Established Stigmas in Comparative Education: An Introduction" (D. Ray); "Minorities and Education in the Soviet Union" (D. Ray); "Improving the Education of China's National Minorities" (J. Lamontagne); "African-American Society and Education" (L. A. See); "Teacher Training in the Anglo-Eastern Caribbean" (K. P. Binda); "Traditional Neglect in Rural Education in Colombia" (B. Franco); "The Sudan and Minority Education" (A. A. M. Ibrahim); "Multicultural Education for the Diverse Groups in Bahrain" (A. Attieh); "Inequality and Education in India: The Case of the Scheduled Castes" (R. Ghosh & A. Talbani); "The Basques in Spain" (N. Tarrow); "Education in a Divided Society: The Case of Northern Ireland" (A. S. Hughes); "Nation States, Diversity and Interculturalism: Issues for British Education" (J. Gundara & C. Jones); "Integration of Recent Immigrants Through Schooling: An Introduction" (D. Ray); "Integration of Immigrants into the French School System: The Last Twenty Years" (J. Bardonnet-Ditte); "Educational Issues in the Multicultural Society of Germany (W. Mitter); "Integration of Immigrants and Refugees in United States Education" (L. A. See); "Multicultural Education in Canada: Policies and Practices" (C. Lessard & M. Crespo); "Educational Integration of Immigrants in Israel" (Y. Iram); and "An Assessment, Implications for Schooling and Teacher Education" (D. Ray & D. H. Poonwassie). The document includes an index and author profiles. Descriptors: American Indian Education, Case Studies, Cultural Differences, Culture Conflict

Berhanu, Girma; Beach, Dennis (2006). Focusing Crimes of Honour through Drama, Educational Research and Reviews. This paper has been developed on the basis of research conducted in two projects. A special emphasis is however given to one of the projects concerning an evaluation of a drama pedagogical project. The evaluation is specifically aimed at the efficiency, intensity and depth of the educational drama input in mediating cultural messages from the play, The hat is Yours played by a professional Theatre group. The play was shown to all students of a junior high school during the autumn term of 2002. Data were gathered from 16 students (7 girls and 9 boys), 6 teachers, 5 performers, the director of the play and the playwright. Classroom observations were conducted during post play/performance sessions held at the specified school in classroom settings with all in all 60 students. The findings suggest that both the play and the project were viewed positively. All the students interviewed loved the performance and appreciated the efforts to instil drama as a discipline and broaden understandings of "cultural messages" through imaginative learning and perspective taking and from the students' responses and active engagement in the sessions it may be safely inferred that some form of emotional and intellectual processes are being triggered, sparked by the unique nature of the play itself. However, the pedagogical reconstructions of the play in classroom sessions also offer moments for reflection and the students' voices are unanimously supportive of the educational drama efforts in the classroom. There were mixed opinions among the professional actors/actresses about moralising dramatic scenes and solving problems in a manner believed to be "right" by one group of people or "civilisation". This is a thorny issue that should be debated further as should the number of issues that the play purposely left unsolved. We are also of the opinion that the effort should be further nurtured and extended to actively engage the whole school community on a regular basis. Our observation of several schools in Goteborg where the majority of the students are minority pupils and socially disadvantaged children testifies to the fact that these groups of students may genuinely benefit from drama not only as a form of aesthetic expression but also as a medium to interest them in other subjects.   [More]  Descriptors: Foreign Countries, Theater Arts, Junior High School Students, Immigrants

Orloff, Patricia; And Others (1993). Racial and Ethnic Tensions in American Communities: Poverty, Inequality, and Discrimination. Volume I: The Mount Pleasant Report. Civil rights issues affecting the Latino community in Washington (District of Columbia) were explored in a 3-day fact-finding hearing involving the sworn testimony of more than 100 witnesses. Information from extensive field investigation and research was also included. The District's Latino population is a small but rapidly increasing minority group that is predominantly low skilled, poor, and in need of social services. Most are either undocumented immigrants or Salvadorans. Police community relations are strained in part due to the District's Civilian Complaint Review Board's inability to investigate and process citizen complaints of police misconduct. In addition, Latinos entering the District court system face severe disadvantages due to ignorance and language barriers.  Despite Latino pressure to increase the number of Latinos in the city government, the number of Hispanics in government is proportionately low. Language and cultural barriers limit access to health and social services for Latino residents. Further inadequate low-income housing and lack of educational services are major problems for inner city Latinos. Barriers to educational opportunity such as insufficient bilingual and English-as-a-Second-Language programs; unequal immigrant access to public schools, especially for limited-English-proficient (LEP) students; the resort to corporal punishment by frustrated teachers; problems connected with Latino eligibility for in-state tuition; and communication problems among parents, teachers, and school administrators are considered. A pattern of police misconduct, government resistance to hiring Hispanics, and failure to address bilingual service needs exist. The report includes dissenting views by Commissioner Carl A. Anderson, a police department response to the report, and correspondence.   [More]  Descriptors: Bilingual Education, Civil Rights, Economically Disadvantaged, Educational Discrimination

City Univ. of New York, NY. City Coll. Dept. of Asian Studies. (1978). National Conference on Asians in America and Asian Americans. Sponsored by the Asian American Assembly for Policy Research. In this report, the activities of a conference on Asian Americans and Asians in America are summarized and papers presented are reprinted. Topics considered in the papers include education, employment, affirmative action, identity, pluralism, Chinese cultural background, teaching of English, cross-cultural situations, development of comprehensive services, problems of Chinese immigrant children, and normalization of U.S. foreign policy as it affects Asian Americans. The conference agenda and listing of participating panelists is appended. Descriptors: Affirmative Action, Asian Americans, Civil Rights, Conference Reports

Manz, Stefan (2004). Constructing a Normative National Identity: The "Leitkultur" Debate in Germany, 2000/2001, Journal of Multilingual and Multicultural Development. In recent years, public discourse about German national identity has increasingly focussed on the large foreign population within Germany's borders. Whilst right-wing politicians such as Edmund Stoiber foster fears of identity loss ("Uberfremdung"), more liberal observers, and indeed the ruling red-green coalition, acknowledge that multiethnicity has by now become an integral part of this identity. The debate experienced its provisional climax in late 2000 and early 2001. Friedrich Merz, then parliamentary leader of the CDU party, introduced the term "Leitkultur" into the political discourse. The notion suggests the existence of a clearly identifiable spectrum of German cultural values and proposes that foreigners who wished to live in Germany should adhere to these values. Merz's proposal triggered a wave of highly controversial comments which have been evaluated for the purpose of this paper. It draws on roughly 350 newspaper articles and interviews and aims to introduce the English-speaking reader to the complex range of arguments. The "Leitkultur" debate is taken as symptomatic of the current state of public discourse about foreigners and national identity in Germany.   [More]  Descriptors: Nationalism, Foreign Countries, Values, German

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1984). A Compilation of Federal Education Laws. Volume II–Elementary and Secondary Education, Education of the Handicapped, and Related Programs as Amended through December 31, 1984. The second of four volumes, this document compiles federal laws concerning elementary and secondary education and related programs, as amended through December 31, 1984. Organized in seven parts, contents specifically focus on elementary and secondary programs, education and training of the handicapped, Indian education programs, refugee and immigrant education, adult education, additional programs to improve elementary and secondary instruction, and public libraries and other public property. Statutes contained in the volume include the: Snyder Act of November 2, 1921; Johnson-O'Malley Act of April 16, 1934; Adult Education Act; Allen J. Ellender Fellowship Program; Bilingual Education Act; Developmental Disabled Assistance and Bill of Rights Act, Section 204; Education Amendments of 1978, Title XI, Indian Education; Education Consolidation and Improvement Act of 1981; Education for Economic Security Act; Education of the Handicapped Act; Elementary and Secondary Education Act of 1965; Emergency Immigrant Education Act of 1984; Federal Property and Administrative Services Act of 1949; Gallaudet College Act; Human Services Reauthorization Act (Title IX); Indian Education Act; Indian Education Assistance Act; Indian Elementary and Secondary School Assistance Act; Indian Self-Determination and Education Assistance Act; Kendall School Act; Library Services and Construction Act; Model Secondary School for the Deaf Act; National Commission on Libraries and Information Sciences Act; National Technical Institute for the Deaf Act; Omnibus Budget Reconciliation Act of 1981, Section 505; Public Law 95-134 (Consolidation Grants to Insular Areas); Public Law 815, 81st Congress (Impact Aid); Public Law 874, 81st Congress (Impact Aid); Refugee Education Assistance Act of 1980; and Women's Educational Equity Act of 1978.   [More]  Descriptors: Adult Education, American Indian Education, Disabilities, Educational Legislation

Flores, Stella M.; Batalova, Jeanne; Fix, Michael (2012). The Educational Trajectories of English Language Learners in Texas, Migration Policy Institute. About 5.3 million English Language Learners (ELLs)–students whose primary language is not English and whose English language skills are not sufficient to keep up with classes conducted only in English–are enrolled in PK-12 public schools across the United States. The number of these students increased dramatically in ten years, from 3.5 million in the school year (SY) 1998-99 to 5.3 million in 2008-09, reflecting broader national demographic and immigration trends. One in nine of today's public school students face the task of learning English. The educational outcomes for these students can either translate into a more productive, multilingual workforce or higher levels of academic failure and dropouts, with the attendant social costs. As the number and share of such students have grown over time, so has public interest and policymakers' attention to their educational outcomes, fueling debate over the most effective methods of language instruction for ELLs. The "No Child Left Behind" (NCLB) Act of 2001, the most recent comprehensive federal education policy, requires states to assess English language proficiency and holds them accountable for ensuring that ELLs both learn English and acquire the same academic knowledge as their English-speaking peers. Following enactment of the NCLB Act, states have paid greater attention to ELLs as a group, yet data limitations often constrain educators and policymakers from determining how well these students are doing in school compared with their English-speaking peers. To answer this question–at least in part–the authors have focused on Texas, the state with the second-largest number of ELL students in the nation (about 832,000 ELL students in 2011, behind California's 1.1 million). To do so, the authors use a unique longitudinal data set obtained from the University of Texas at Dallas Education Research Center (UTD-ERC) that tracks ELL and non-ELL students in Texas from the first grade through high school graduation and into their postsecondary careers. They analyze the performance and trajectories of several groups of students. One group is composed of students who entered Texas public schools as first graders in 1995 and who advanced through school, reaching the 12th grade "on time" in 2006. They refer to this group throughout the report as the "on-time cohort" (or "cohort" for short). It includes students who have ever been classified as ELLs ("ever-ELLs") and those who have never been ("non-ELLs"). The authors' analysis highlights substantial differences in test scores of ever-ELL students in the cohort by race and ethnicity; Asian students are the top-performing group, followed by white and then by Black and Hispanic students. Asian and white on-time cohort students who were ever classified as ELLs were almost as likely to graduate from high school as their non-ELL counterparts, while Black ever-ELLs were "more" likely to graduate. Among their other findings: (1) Students' graduation from high school may be more highly correlated with race and ethnicity than ELL status; (2) Ever-ELLs in the on-time cohort, regardless of racial or ethnic category, were much more likely to be economically disadvantaged than their non-ELL counterparts, with 90 percent of Hispanic ever-ELLs eligible for free and reduced-price lunches compared to 65 percent of Hispanic non-ELLs; (3) The percentage of ever-ELL high school graduates in the on-time cohort who entered the workforce instead of going to college was higher among Hispanics than other groups, with 16 percent of Hispanic ever-ELLs heading to work compared to 9 percent of Black and 4 percent of Asian ever-ELLs; (4) The outcomes of ever-ELLs in the on-time cohort are far superior to those of "all students" ever classified as ELL. This latter group includes those who entered the Texas system after the first grade, those who may have been held back, and those who may have dropped out; and (5) While the majority of the on-time cohort students (between 60 to 95 percent depending on students' ELL status, race or ethnicity, and subject test scores) achieved the basic proficiency level ("met the standard") on both math and reading tests, much lower shares (between 13 to 25 percent) of students reached the "commended performance" level despite the fact that the Texas Education Agency recognizes this standard as "goal for the majority of our students." In terms of Texas students' postsecondary trajectories, the authors find that Hispanic students whose parents opted to remove them from ELL classes were significantly less likely to go to college than their white counterparts, holding other factors constant. The authors also note the large gap in college enrollment between whites and Hispanics persisted among ever-ELLs even when student demographics and school context are taken into account, with Hispanic ever-ELLs substantially less likely to enroll. Surprisingly, the authors also find that exposure to work in high school may improve ELLs' performance. Those who also held a job while in school were more likely to go to college after graduation. Finally, consistent with previous research, the authors find that poverty and access to college-ready academic opportunities are among the most influential factors determining one's chances to attend college. Regardless of their ELL status, students from poor families were substantially less likely to go to college right after graduation from high school. In contrast, dual-credit programs that let students gain both secondary- and postsecondary-level credits at the same time boosted students' chances of enrolling in college. Appended are: (1) Percentage of On-Time Cohort Members Who "Met the Standard" on Math and Reading Tests, by ELL Status; (2) Percentage of Students Who "Met the Standard" on Math and Reading Tests, by Race, Ethnicity, and ELL Status; (3) Percentage of Ever-ELL Students in the On-Time Cohort, by Years in ELL Program, Who "Met the Standard" in Math and Reading (Compared to Non-ELL Students); (4) Percentage of Members of On-Time Cohort and "All Students" Who "Met the Standard" in Math and Reading, by ELL Status; (5) Percentage of Members of On-Time Cohort and "All Students" Who Reached the "Commended Performance" Level in Math and Reading, by ELL Status; and (6) Factors Influencing the College Enrollment of the On-Time Cohort High School Graduates by ELL Status (logit results).   [More]  Descriptors: State Standards, Mathematics Achievement, Reading Achievement, Mathematics Tests

Ager, Dennis (1999). The Political Dimension of Borrowings and French Reactions. A Response to Henriette Walter, Current Issues in Language and Society. Suggests borrowings should not be analyzed in a purely linguistic typology; politics, the economy, and social contacts provide a valid alternative. French purists on both the left and the right are as concerned with politics as with language. Descriptors: Colonialism, Diachronic Linguistics, French, Immigrants

Walter, John C. (1981). West Indian Immigrants: Those Arrogant Bastards, New England Journal of Black Studies. The influx of Caribbean West Indian immigrants into the United States has evoked mixed responses from the Afro American black community. The West Indians' high degree of literacy, sense of community, and high self esteem have developed black leaders who have earned the respect of enlightened Afro Americans through their achievements in education, politics, and black rights activism. On the other hand, there has been a notable hostility in relations between West Indians and Afro Americans in the 1920s. The tensions seem to stem, on the one hand, from Afro Americans' feelings of superiority over West Indians and the former's resentment of what they perceive to be the latter's air of sophistication; and on the other hand, from the West Indians' own air of superiority because of their British accents and association with sovereign origins. Relations between the two groups must be improved through a better understanding of cultural differences, an area of study in which educators should play an important role.   [More]  Descriptors: Activism, Black Attitudes, Black Leadership, Blacks

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