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Author: William Pérez
Publisher: LFB Scholarly Publishing
ISBN: 9781593326890
Category : Hispanic Americans
Languages : en
Pages : 199
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Book Description
P(r)rez and Cort(r)s examine how undocumented Latino community college students cope with the challenges created by their legal status. They find that students experience feelings of shame, anger, despair, marginalization, and uncertainty stemming from discrimination, anti-immigrant sentiment, fear of deportation, and systemic barriers (e.g., ineligibility for financial aid). Despite moments of despair and an uncertain future, rather than become dejected, students reframe their circumstances in positive terms. Findings also highlight the importance of student advocates on campus, as well as the need to educate college personnel. The conclusion discusses the socioemotional implications of studentsOCO ongoing legal marginality, and makes suggestions for institutional practices."
Author: William Pérez
Publisher: LFB Scholarly Publishing
ISBN: 9781593326890
Category : Hispanic Americans
Languages : en
Pages : 199
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Book Description
P(r)rez and Cort(r)s examine how undocumented Latino community college students cope with the challenges created by their legal status. They find that students experience feelings of shame, anger, despair, marginalization, and uncertainty stemming from discrimination, anti-immigrant sentiment, fear of deportation, and systemic barriers (e.g., ineligibility for financial aid). Despite moments of despair and an uncertain future, rather than become dejected, students reframe their circumstances in positive terms. Findings also highlight the importance of student advocates on campus, as well as the need to educate college personnel. The conclusion discusses the socioemotional implications of studentsOCO ongoing legal marginality, and makes suggestions for institutional practices."
Author: Frances Contreras
Publisher: Teachers College Press
ISBN: 080775210X
Category : Education
Languages : en
Pages : 209
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Book Description
Despite their numbers, Latinos continue to lack full and equal participation in all facets of American life, including education. This book provides a critical discussion of the role that select K–12 educational policies have and continue to play in failing Latino students. The author draws upon institutional, national, and statewide data sets, as well as interviews among students, teachers, and college administrators, to explore the role that public policies play in educating Latino students. The book concludes with specific recommendations that aim to raise achievement, college transition rates, and success among Latino students across the preschool through college continuum. Chapters cover high dropout rates, access to college-preparation resources, testing and accountability, financial aid, the Dream Act, and affirmative action.
Author: William Perez
Publisher: Teachers College Press
ISBN: 0807771716
Category : Education
Languages : en
Pages : 344
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Book Description
Americans by Heart examines the plight of undocumented Latino students as they navigate the educational and legal tightrope presented by their immigration status. Many of these students are accepted to attend some of our best colleges and universities but cannot afford the tuition to do so because they are not eligible for financial aid or employment. For the few that defy the odds and manage to graduate, their status continues to present insurmountable barriers to employment. This timely and compelling account brings to light the hard work and perseverance of these students and their families; their commitment to education and civic participation; and their deep sense of uncertainty and marginality. Offering a rich in-depth analysis, the author presents a new framework for educational policies that recognizes the merit and potential of undocumented Latino students and links their situation to larger social and policy issues of immigration reform and higher education access.
Author: William Perez
Publisher: Taylor & Francis
ISBN: 1000971341
Category : Education
Languages : en
Pages : 250
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Book Description
Winner of the CEP Mildred Garcia Award for Exemplary ScholarshipAbout 2.4 million children and young adults under 24 years of age are undocumented. Brought by their parents to the US as minors—many before they had reached their teens—they account for about one-sixth of the total undocumented population. Illegal through no fault of their own, some 65,000 undocumented students graduate from the nation's high schools each year. They cannot get a legal job, and face enormous barriers trying to enter college to better themselves—and yet America is the only country they know and, for many, English is the only language they speak. What future do they have? Why are we not capitalizing, as a nation, on this pool of talent that has so much to contribute? What should we be doing?Through the inspiring stories of 16 students—from seniors in high school to graduate students—William Perez gives voice to the estimated 2.4 million undocumented students in the United States, and draws attention to their plight. These stories reveal how—despite financial hardship, the unpredictability of living with the daily threat of deportation, restrictions of all sorts, and often in the face of discrimination by their teachers—so many are not just persisting in the American educational system, but achieving academically, and moreover often participating in service to their local communities. Perez reveals what drives these young people, and the visions they have for contributing to the country they call home.Through these stories, this book draws attention to these students’ predicament, to stimulate the debate about putting right a wrong not of their making, and to motivate more people to call for legislation, like the stalled Dream Act, that would offer undocumented students who participate in the economy and civil life a path to citizenship. Perez goes beyond this to discuss the social and policy issues of immigration reform. He dispels myths about illegal immigrants’ supposed drain on state and federal resources, providing authoritative evidence to the contrary. He cogently makes the case—on economic, social, and constitutional and moral grounds—for more flexible policies towards undocumented immigrants. If today’s immigrants, like those of past generations, are a positive force for our society, how much truer is that where undocumented students are concerned?
Author: Susan J. Paik
Publisher: IAP
ISBN: 1648020127
Category : Education
Languages : en
Pages : 294
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Book Description
High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on “what works” for supporting high achievement. Praise for High-Achieving Latino Students "This book focuses on an important issue about which we know little. There are many lessons here for both scholars and educators who believe that Latino students can succeed. I congratulate the authors for taking on this timely and significant topic." ~ Guadalupe Valdés, Ph.D., Bonnie Katz Tenenbaum Professor in Education, Stanford University. Author of Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools "This is a must-read book for leaders in institutions of both K-12 and higher education who want to better understand success factors of Latino students in the US. Using a strength-based framework to understand and support Latino achievement is a new paradigm that must be considered by all." ~ Loui Olivas, Ed.D., President, American Association of Hispanics in Higher Education "In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here." ~ Carl A. Cohn, Ed.D., Former Executive Director, California Collaborative for Educational Excellence, CA State Board of Education member, and Superintendent "There may not be a silver bullet for solving the so-called problem of Latino underachievement, but well-conceived solutions do exist. This powerful book offers strength- and asset-based frameworks that demonstrate Latino achievement is possible. Read this text to not only get informed, but to also get nurtured and inspired!" ~ Angela Valenzuela, Ph.D., Professor in Education, University of Texas at Austin. Author of Subtractive Schooling: US-Mexican Youth and the Politics of Caring
Author: Marisol Clark-Ibáñez
Publisher:
ISBN: 9781626372603
Category : Illegal aliens
Languages : en
Pages : 273
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Book Description
¿A must read.... Provides compelling examples of resilience, struggle, and activism.¿ --Gilda L. Ochoa, Pomona College ¿Essential.... Sheds light on how the racist implementation of immigration policies trickles down to shape the lives of children and young people in and out of school.¿ --Leisy J. Abrego, University of California, Los AngelesThough often overlooked in heated debates, nearly 1.8 million undocumented immigrants are under the age of 18. How do immigration policies shape the lives of these young people? How do local and state laws that are seemingly unrelated to undocumented communities negatively affect them? Marisol Clark-Ibáñez delivers an intimate look at growing up as an undocumented Latino immigrant, analyzing the social and legal dynamics that shape everyday life in and out of school.
Author: María Pabón López
Publisher: Taylor & Francis
ISBN: 0415957931
Category : Education
Languages : en
Pages : 216
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Book Description
The children of undocumented migrants in the U.S. are trapped at the intersection of two systems in crisis: the public education system and the immigration law system. Based on a long tradition of scholarship in Latino education and on newer critical race theory ideas, Persistent Inequality answers burning questions about how educational policy has to rise to meet the unique challenges of undocumented students' lives as well as those which face nearly all Latinos in the U.S. educational system. How solid is the Supreme Court precedent, Plyler v. Doe, that allows undocumented children the opportunity to attend public school K-12 free of charge? What would happen if the Supreme Court overruled it? What is the DREAM Act and how would this proposed federal law affect the lives of undocumented students? How have immigration raids affected public school children and school administrators? To shed some light on these vital questions, the authors provide a critical analysis of the various legal and policy aspects of the U.S. educational system, asserting that both the legal and educational systems in this country need to address the living and working conditions of undocumented Latino students and remove the obstacles to educational achievement which these students struggle with daily.
Author: Roberto G. Gonzales
Publisher: Univ of California Press
ISBN: 0520287266
Category : Social Science
Languages : en
Pages : 318
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Book Description
"Over two million of the nation's eleven million undocumented immigrants have lived in the United States since childhood. Due to a broken immigration system, they grow up to uncertain futures. In Lives in Limbo, Roberto G. Gonzales introduces us to two groups: the college-goers, like Ricardo, whose good grades and strong network of community support propelled him into higher education, only to land in a factory job a few years after graduation, and the early-exiters, like Gabriel, who failed to make meaningful connections in high school and started navigating dead-end jobs, immigration checkpoints, and a world narrowly circumscribed by legal limitations. This ethnography asks why highly educated undocumented youth ultimately share similar work and life outcomes with their less-educated peers, even as higher education is touted as the path to integration and success in America. Gonzales bookends his study with discussions of how the prospect of immigration reform, especially the Deferred Action for Childhood Arrivals (DACA) program, could impact the lives of these young Americans"--Provided by publisher.
Author: Edmund Hamann
Publisher: IAP
ISBN: 1623969956
Category : Education
Languages : en
Pages : 376
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Book Description
For most of US history, most of America’s Latino population has lived in nine states—California, Arizona, New Mexico, Colorado, Texas, Illinois, Florida, New Jersey, and New York. It follows that most education research that considered the experiences of Latino families with US schools came from these same states. But in the last 30 years Latinos have been resettling across the US, attending schools, and creating new patterns of inter-ethnic interaction in educational settings. Much of this interaction with this New Latino Diaspora has been initially tentative and improvisational, but too often it has left intact the patterns of lower educational success that have prevailed in the traditional Latino diaspora. Revisiting Education in the New Latino Diaspora is an extensive update, with all new material, of the groundbreaking volume Education in the New Latino Diaspora (Ablex Publishing) that these same editors produced in 2002. This volume consciously includes a number of junior scholars (e.g., C. Allen Lynn, Soria Colomer, Amanda Morales, Rebecca Lowenhaupt, Adam Sawyer) and more established ones (Frances Contreras, Jason Irizarry, Socorro Herrera, Linda Harklau) as it considers empirical cases from Washington State to Georgia, from the Mid-Atlantic to the Great Plains, where rural, suburban, and urban communities start their second or third decades of responding to a previously unprecedented growth in newcomer Latino populations. With excuses of surprise and improvisational strategies less persuasive as Latino newcomer populations become less new, this volume considers the persistence, the anomie, and pragmatism of Latino newcomers on the one hand, with the variously enlightened, paternalistic, dismissive, and xenophobic responses of educators and education systems on the other. With foci as personal as accounts of growing up as an adoptee in a mixed race family and the testimonio of a ‘successful’ undocumented college graduate to the macro scale of examining state-level education policies and with an age range from early childhood education to the university level, this volume insists that the worlds of education research and migration studies can both gain from considering the educational responses in the last two decades to the ‘newish’ Latino presence in the 41 U.S. states that have not long been the home to large, wellestablished Latino populations, but that now enroll 2.5 million Latino students in K-12 alone. "Timely and compelling, Revisiting Education in the NLD offers new insight into the Latino Diaspora in the US just as the discussions regarding immigration policy, bilingual education, and immigrant rights are gaining steam. Drawing from a variety of perspectives, contributing authors interrogate the very concept of the diaspora. The wide range of research in this volume thoughtfully illustrates the nuanced phenomena and provides rich descriptions of complex situations. No longer a simple question of immigration, the book considers language and legal status in schools, international adoption, teacher preparation, and the relationships between established and relatively new Latino communities in a variety of contexts. Comprised of rich, thoughtful research Revisiting Education provides a fascinating window into the context of Latino reception nationwide. ~ Rebecca M. Callahan, Associate Professor - University of Texas-Austin As the leader of a 10-years-and-counting research study in Mexico that has identified and interviewed transnationally mobile students with prior experience in U.S. schools, I can affirm that in addition to students with backgrounds in California, Arizona, Texas, and Colorado, migration links now join schools in Georgia, Minnesota, Oklahoma, Alabama, etc. to schools in Mexico. For that reason and many others I am excited to see this far-ranging, interdisciplinary, new text that considers policy implementation through lenses as different as teacher preparation, Latino adoption into culturally mixed families, the fate of Latino newcomers in 'low density' districts where there are few like them, and the misuse of Spanish teachers as interpreters. This is an relevant book for American educators and scholars, but also for readers beyond U.S. borders. Hamann, Wortham, Murillo, and their contributors should be celebrated for this fine new collection. ~ Dr. Víctor Zúñiga, Dean of Research and Extension, Universidad de Monterrey
Author: Leisy J. Abrego
Publisher: Duke University Press
ISBN: 1478012382
Category : Social Science
Languages : en
Pages : 176
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Book Description
The widely recognized “Dreamer narrative” celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship. While a well-intentioned, strategic tactic to garner political support of undocumented youth, it has promoted the idea that access to citizenship and rights should be granted only to a select group of “deserving” immigrants. The contributors to We Are Not Dreamers—themselves currently or formerly undocumented—poignantly counter the Dreamer narrative by grappling with the nuances of undocumented life in this country. Theorizing those excluded from the Dreamer category—academically struggling students, transgender activists, and queer undocumented parents—the contributors call for an expansive articulation of immigrant rights and justice that recognizes the full humanity of undocumented immigrants while granting full and unconditional rights. Illuminating how various institutions reproduce and benefit from exclusionary narratives, this volume articulates the dangers of the Dreamer narrative and envisions a different way forward. Contributors. Leisy J. Abrego, Gabrielle Cabrera, Gabriela Garcia Cruz, Lucía León, Katy Joseline Maldonado Dominguez, Grecia Mondragón, Gabriela Monico, Genevieve Negrón-Gonzales, Maria Liliana Ramirez, Joel Sati, Audrey Silvestre, Carolina Valdivia
