Bibliography: Immigrant Rights (page 49 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 James A. Wilson, IDRA Newsletter, Peter L. McCreath, Gail M. Nomura, Long Beach Consortium on Employment Communication, Los Angeles National Association of Latino Elected and Appointed Officials Educational Fund, David Vigilante, Patricia Weiss-Fagen, Ricardo Anzaldua Montoya, and Karl Josef Partsch.

Cabinet Committee on Opportunities for Spanish Speaking People, Washington, DC. (1971). The Spanish Speaking in the United States: A Guide to Materials. The bibliography cites more than 1,300 books, bibliographies, essays, and other materials dealing with the Spanish speaking population (i.e., Mexican Americans, Puerto Ricans, and Cuban refugees) and their role in the social, political, educational, and institutional development of the U.S. Published between 1900 and 1971, the materials represent a broad range of perceptions, philosophies, and approaches. The bibliography is divided into nine sections: (1) Bibliographies; (2) Books and Monographs; (3) Articles, Reports, Speeches; (4) Dissertations and Other Unpublished Materials; (5) Government Publications: State and Federal; (6) Audio-Visual Materials; (7) Project Leer Listing of U.S. Producers or Distributors of Spanish Audio-Visual Material; (8) Listing of Currently Published Serials (State-by-State); and (9) Listing of Spanish Language Radio and TV Stations and Programs (State-by-State). Topics covered include: acculturation, American Indians, Aztecs, border disputes and towns, braceros, California history, civil rights, community development, culture, explorations, education, the family, farm problems, folk medicine, the grape strike, health problems, housing, immigration, marriage, literature, Mexican history and influences, migratory labor, minority groups, racial problems, politics, social conditions, language problems, and folklore. A subject index is provided.   [More]  Descriptors: Acculturation, Annotated Bibliographies, Audiovisual Aids, Books

California Community Colleges, Sacramento. Office of the Chancellor. (1993). Seven Years of Gender Equity: Building California's Workforce. Since 1984, the Gender Equity and Civil Rights specialist of the Chancellor's Office of the California Community Colleges (CCC) has led the colleges in the strategic development of statewide and college-based Gender Equity, Single Parent, Displaced Homemaker, and Single Pregnant Woman programs designed to improve access and eliminate barriers to vocational education. In 1987, the CCC launched a 4-year technical assistance program of on-site workshops to help colleges develop strategic plans for gender equity, resulting in the implementation of programs to combat sex bias at nearly half of the state's 107 colleges. Similarly, under a program known as "New Horizons," 66 of the CCC's 107 colleges are implementing federally funded programs to service single parents and displaced homemakers. Project STEP-UP, currently in operation at three CCC campuses, is a comprehensive program to promote the recruitment and retention of women in the technical/trade programs while the LINKS project, currently implemented by five CCC campuses, focuses on the recruitment and retention of women in math and science fields, through cooperative arrangements with California's secondary and four-year institutions. The Skills Training for New Californians program provides support services principally to Latino single parents/homemakers and single pregnant women, and currently serves about 40 individuals each year. Finally, in the Displaced Homemakers Outreach with Community-Based Organizations program, local community-based organizations serve as one-stop resource centers for the colleges. All CCC's funded to conduct gender equity programs must participate in the state's Program Accountability Model evaluation program, which collects demographic data on, and tracks services delivered to program participants. Data tables are included.   [More]  Descriptors: Ancillary School Services, Community Colleges, Displaced Homemakers, Economic Development

James, Bruce (1983). Current Issues. 1983/84 Edition. Written for students participating in the Close Up government studies program, a week-long field experience in Washington, D.C., the readings in this booklet may be incorporated into social studies units on government, political science, or current events. Following an introduction to members of the Reagan Administration and the Supreme Court and to the key issues of the 98th Congress and the 1983 budget, the booklet is divided into 2 sections. Section 1, focusing on domestic policy issues, includes readings on the economy, environment, education, social welfare, civil rights, energy, urban problems, crime, transportation, agriculture, and immigration. Readings in section 2, foreign policy issues, cover the Soviet Union, defense, nuclear proliferation, international trade, world poverty and U.S. foreign aid, Western Europe, Central America and the Caribbean, China, the Arab-Israeli conflict, South Africa, and Namibia. Each reading selection includes the following components: an introduction to the issue; a list of key questions to focus reading; background, current issues, and future outlook on the issue; and a brief debate on the pros and cons of one key question raised in the reading. Descriptors: Agriculture, Anthologies, Budgets, Civil Rights

Vigilante, David (1991). The Constitution in Crisis: The Red Scare of 1919-1920. A Unit of Study for Grades 9-12. This unit is one of a series that represents specific moments in history from which students focus on the meanings of landmark events. Continuing narrative provides context for the dramatic moment. By studying a crucial turning-point in history, students become aware that choices had to be made by real human beings, that those decisions were the result of specific factors, and that they set in motion a series of historical consequences. The lessons are based on primary sources, taken from documents, artifacts, journals, diaries, newspapers, and literature from the period under study. By analyzing primary sources, students will learn how to analyze evidence, establish a valid interpretation, and construct a coherent narrative in which all the relevant factors play a part. This unit is designed to help students recognize that the guarantees of the Bill of Rights are fragile and must be secured by a commitment to principles. When exaggerated fears of political, racial, or ethnic groups are encouraged, the basic freedoms of Americans can be lost. By studying the anticommunist hysteria of 1919-20 students come to understand the historical context in which the "Red Scare" occurred, evaluate the impact of the wartime Espionage Act and Sedition Act on free speech guaranteed in the First Amendment, explain related U.S. Supreme Court decisions, recognize the importance of dissent in a free society, analyze the impact of fear on society, and recognize the long range impact of policy decisions on internal affairs. This unit contains teacher background materials, lesson plans, and student resources and handouts. Descriptors: Communism, Democracy, Ethnocentrism, Freedom of Speech

Short, Deborah J., Ed.; And Others (1988). Of the People…U.S. History, 1600-1988. An English as a Second Language Text. This textbook for English as a Second Language (ESL) students presents 29 lessons on United States history. The lessons cover the following topics: the New World; two permanent colonies; the 13 colonies; the colonies and England; the Declaration of Independence and the Continental Congresses; Revolutionary War, 1775-1781; Articles of Confederation; Constitutional Convention; U.S. Constitution; first president; beginnings of political parties; review: early America; War of 1812; growth of the nation; before the Civil War; Civil War, 1861-1865; after the Civil War; industrial revolution; the Progressives; review: the 1800s; World War I; the Depression: 1929-1939; World War II; the Cold War; civil rights and the Vietnam War; John F. Kennedy and Martin Luther King, Jr.; U.S.  presidents, 1969-1989; immigration; and review: U.S. history 1600-1988. The lessons allow ESL students to practice English skills in listening, speaking, reading, and writing. Most of the lessons have five parts, consisting of pre-reading, information, reading, testing skills, and review. In addition, the textbook contains study questions, instructor guidelines, a vocabulary index, and answer key. (Adjunct ERIC Clearinghouse on Literacy Education)   [More]  Descriptors: Civics, Civil Rights, Civil War (United States), Colonial History (United States)

IDRA Newsletter (1997). Policy. IDRA Focus. This newsletter includes five articles about educational and school policies, primarily related to equality of educational opportunity. "Texas Legislature Considers Much for Education, Accomplishes Little" (Albert Cortez, Anna Alicia Romero) summarizes educational legislation considered by the Texas legislature in the session ending in June 1997. Issues included increases in state education spending negated by cutbacks in local revenues; modest increases in minimum teacher salaries; continued underfunding of education for low-income, limited-English-proficient, gifted and talented, and special education students; continued funding inequality between school districts; and two bills that would increase the chances of minorities being admitted to institutions of higher education without including race as a factor. "Sexual Harassment Policies and Schools" (Maria Aurora Yanez-Perez) points out that the Civil Rights Act applies to education and schools, and discusses definitions of sexual harassment, written policies, staff and student training, and grievance procedures. "Hispanic Dropouts: Addressing the Leak in the Pipeline to Higher Education" (Maria Robledo Montecel) states that rising Hispanic dropout rates are linked to inadequacies throughout the educational system, points out past pitfalls to be avoided, and identifies strategies for reversing the trend. "Equal Access: Mask of Discrimination" (Oscar M. Cardenas) addresses the myth that equal opportunity can be achieved by treating each child alike. "Policies Affecting Bilingual Education and ESL Programs" (Elisa de Leon Gutierrez) discusses proposed new standards for Spanish language arts and English as a second language in Texas schools, testing of limited-English-proficient students, and the importance of language skills to Texas' success in the global economy.   [More]  Descriptors: Affirmative Action, Bilingual Education, Charter Schools, Dropouts

McCreath, Peter L., Ed. (1981). Multiculturalism: A Handbook for Teachers. This handbook was prepared from presentations made at an inservice workshop for teachers in Nova Scotia, Canada on multicultural education. In an introductory article, Paul Robinson describes his personal experiences in trying to prepare a multicultural curriculum, and the participation of members of Canadian ethnic communities in that activity. In the succeeding essays, Gil Scott explores the historical development of Canadian multiculturalism and multicultural policy; James Morrison examines the multiethnic composition of Atlantic Canada and Nova Scotia as a result of immigration; P.A. Johnstone examines educational implications of multiculturalism and educational approaches used in Nova Scotia; Gerald Boudreau identifies teacher characteristics and policy needs essential to effective multicultural education; Judith Gold outlines family, community, and socioeconomic factors that affect students and their learning; Van Roy Tobitt discusses the prerequisites of effective teaching and characteristics of effective teachers in a multicultural context, and briefly describes some models; Mavis Burke explores the value implications of children's books: and Terence Donahoe expresses the Nova Scotia government's concern with inclusion of human rights and multicultural concepts into the curricula and teaching practices. Finally, Rod Campbell synthesizes the various presentations. A bibliography of materials on Canadian multiculturalism is included. Descriptors: Acculturation, Bilingualism, Canada Natives, Childrens Literature

Wilson, James A., Comp. (1974). Tejanos, Chicanos & Mexicanos: A Partially Annotated Historical Bibliography for Texas Public School Teachers. Intended for classroom teachers on the secondary level, the historical bibliography cites 581 publications which can be obtained from bookstores, public and university libraries, and through inter-library loans. Although the materials, published between 1899 and 1973, stress Texas themes, material on the greater Southwest and the nation is included. The materials are divided into 10 sections. The first two sections consider reference works and general studies. Sections three through nine are devoted to the following chronological periods: the period before the white man came to Mexico and Texas; 1519-1821; 1821-1836; 1837-1848; 1848-1920; 1920-1945; and 1945 to the present. The concluding section is a catch-all which presents sociological and literary works, as well as classroom aids. Each section includes an introduction which conveys some general knowledge of the period and its significance. Entries are numbered and, in most cases, annotated; volumes available in paperback form are identified by the symbol (p). Topics include myths, missions, settlements, life and law, Indian policy, politics, government, the War of 1836 in Texas, manifest destiny, Anglo-American colonization, economics, immigration and labor, depression and deportation, educational conditions and needs, civil rights, attitudes, trends of and reactions to immigration, self-images, and mental health. An author index is provided.   [More]  Descriptors: American Indians, Biculturalism, Bilingualism, Braceros

Hujanen, Taisto (1989). The Role of Information in the Realization of the Human Rights of Migrant Workers, International Migration Review. Reports on the international Joint Study, supported by UNESCO, attended by scholars and experts from 14 European countries, Australia, Canada, and the U.S. Focuses on the communication situation of a migrant worker community. Describes position papers presented, and final conclusions and recommendations. Descriptors: Civil Liberties, Communications, Immigrants, Information Dissemination

Cornelius, Wayne A., Ed.; Montoya, Ricardo Anzaldua, Ed. (1983). America's New Immigration Law: Origins, Rationales, and Potential Consequences. Monograph Series 11. Twelve papers presented during the Fourth Annual Earl Warren Memorial Symposium, which focused on the forces that shaped the pending Immigration Control and Reform Act of 1982 (known as the Simpson-Mazzoli Bill) are given. Included are "The Political Economy of Immigration" (Zolberg), "Of Borders and States: A Skeptical Note on the Legislative Control of Immigration" (Portes), "The Failure of United States Immigration Policy" (Keely), "From Select Commission to Simpson-Mazzoli: The Making of America's New Immigration Law" (Fuchs), "Employer Sanctions: Political Appeal, Administrative Dilemmas" (Garcia y Griego), and "Employer Sanctions Legislation in the United States: Implications for Immigration Policy" (Calavita). Other papers included are "Employer Sanctions Laws: The State Experience as Compared with Federal Proposals" (Schwarz), "Immigration Reform and Legal Rights: A Critical Analysis of the Simpson-Mazzoli Bill" (Strickland), "Legal Dilemmas in the Amnesty Provisions of the Simpson-Mazzoli Bill" (Heller and Olson), "Simpson-Mazzoli: Implications for the Latino Community" (del Olmo), "The Temporary Workers Provisions of the Simpson-Mazzoli Bill: Implications for the State of Florida" (McCoy), and "Simpson-Mazzoli vs. the Realities of Mexican Immigration" (Cornelius). Appended are edited comments of seven speakers, e.g., the Honorable William Wayne Justice (Chief Judge, United State District Court, Eastern District of Texas) who commented on educational implications and equal protection. Descriptors: Compliance (Legal), Court Litigation, Employer Attitudes, Equal Education

National Association of Latino Elected and Appointed Officials Educational Fund, Los Angeles, CA. (1997). Diversifying the New York Area Hispanic Mosaic: Colombian and Dominican Leaders' Assessments of Community Public Policy Needs. This report examines the community organizational structures and the views of community and organizational leaders of the New York City area Dominican and Colombian populations. Community public policy needs are identified, and the degree to which these leaders feel needs are being met is explored. In the first stage of research, the organizations were identified. Then a "snowball" research strategy of followups was pursued to identify additional organizations. Focus group discussions among organization leaders then provided information on public policy issues. Of the 87 organizations identified, 51 focused on the Dominican community and 36 on the Colombian community. Five main types of organizations were identified (indigenous sociocultural, civic, trade, and umbrella organizations, and nonindigenous relevant organizations). The prevalence and importance of each group differed among Dominicans and Colombians. Some geographic differences were noted, but one of the most important distinctions is that Dominican organizations tend to be incorporated and to have nonprofit status, while Colombian organizations are less likely to have nonprofit status, and less able to attract external funding. In both communities, civic organizations were the most stable and best able to accomplish their goals. The inventory of the organizations of these two groups suggests that there is great potential and civic spirit in these organized efforts, but that most could benefit from additional funding and better communication with government and other private agencies. In both communities, leaders agreed that their constituents need to know about their legal rights and obligations, to learn English, and to understand the political and governmental system better. Additional public support could enhance the efforts of both communities. (Contains 6 tables and 113 references.) Descriptors: Civil Rights, Community Involvement, Community Leaders, Dominicans

Consortium on Employment Communication, Long Beach, CA. (1989). "Teach the Students, Not the Book." A Curriculum Guide for Preparing Language Minority Adults for Legalization. Update. The Immigration Reform and Control Act (IRCA) of 1986 mandates that applicants for permanent residency either demonstrate minimal understanding of ordinary English and a knowledge and understanding of the history and government of the United States, or show that they are satisfactorily pursuing a course of study recognized by the U.S. Attorney General to achieve such understanding. This curriculum guide is intended to assist service providers to prepare educational programs for language minority adult amnesty applicants. Goals are the following: (1) understand IRCA legislation and be able to explain requirements, rights, and obligations to applicants; (2) understand applicants' overall needs, including short- and long-term goals; (3) provide a curriculum that meets Immigration and Naturalization Service (INS) approval and is educationally sound and socially responsible; and (4) establish standards and policies that serve the applicants' best interests and safeguard confidentiality. An amnesty preparation program should contain the following components: (1) needs assessment; (2) counseling: (3) instructional program; and (4) policy to protect students and safeguard confidentiality. Curricula for the following types of instructional programs are outlined: (1) a 60-hour course preparing students to take the INS citizenship exam; and (2) a 60-hour course that integrates English as a Second Language (ESL) and citizenship and that leads limited-English speakers to a greater knowledge and understanding of United States history and government. The appendix comprises the following materials: (1) a list of 20 sample questions to assess literacy; (2) an explanation of INS testing options for the English-Civics Requirement; and (3) a list of 100 questions on History and Government. A list of 23 resources is also appended. Descriptors: Adult Education, Citizenship Education, Curriculum Development, Curriculum Guides

Partsch, Karl Josef (1979). Elimination of Racial Discrimination in the Enjoyment of Civil and Political Rights, Texas International Law Journal. The Texas statute denying undocumented aliens a free public school education does not pass muster under strict scrutiny and is, therefore, unconstitutional. Available from the Texas International Law Journal, 2500 Red River, Austin, TX 78705; sc $4.00. Descriptors: Access to Education, Constitutional Law, Court Litigation, Equal Protection

Nomura, Gail M. (1987). Within the Law: The Establishment of Filipino Leasing Rights on the Yakima Indian Reservation, Amerasia Journal. Analyzes how Filipinos, working under a stratified polyethnic system which treated Whites, Native American Indians, Japanese, and Filipinos differently, were able to establish a permanent agricultural community in the Yakima Valley before World War II. Descriptors: Agriculture, American Indian Reservations, American Indians, Filipino Americans

Forbes, Susan S.; Weiss-Fagen, Patricia (1987). Minors in Immigration Proceedings: Problems of Child Welfare and Immigration Enforcement. This document comprises a report on the status and needs of undocumented minor aliens detained by the Immigration and Naturalization Service (INS) and proposes a national policy regarding their care and treatment. Information was gathered from 26 site visits in the following states: (1) Arizona; (2) California; (3) Florida; (4) Nevada; (5) Texas; and (6) Washington, D.C. The following issues are discussed: (1) patterns of apprehension; (2) staging facilities; (3) regulations on advisement of rights, voluntary departure, and exclusion/deportation hearings; (4) circumstances of detention; (5) types, conditions, and services of facilities; (6) release policies; (7) legal issues and problems of applying for political asylum; and (8) roles of child welfare agencies. The following recommendations are suggested for inclusion in a national policy: (1) release from custody as soon as possible; (2) assign responsibility for release to local child welfare service providers; (3) locate parents and arrange for family reunification; (4) facilitate voluntary departure of minors who live away from the United States border; (5) develop alternatives to the use of secure detention facilities; (6) require facilities to meet the licensing provisions of state child welfare and/or youth service agencies; (7) ensure adequate legal counsel; (8) designate INS staff to coordinate policy development and implementation; (9) appoint a private-sector ombudsman to monitor the circumstances of detainees; and (10) collect statistical data on the age and sex of apprehended and detained minors, asylum requests, and disposition of cases. One table of statistical data and a chart illustrating the sequence of events in immigration proceedings are included. A list of site visits and INS procedures for handling minors are appended. Descriptors: Child Welfare, Childhood Needs, Children, Facility Improvement

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