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1
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- Jill Kerper Mora, Ed.D.
- San Diego State University
- http://coe.sdsu.edu/people/jmora
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2
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- Social Dominance Theory: The “ingroup” and the “outgroup”
- Idealogies and politics of immigration
- Cultural integration of Mexican immigrants into mainstream American
society
- Economic impact of immigration on the United States
- Economic impact of emigration on Mexico
- Implications for public education
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3
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- Intergroup relationships of power
- Images of “ingroup” and “outgroup”
- Challenges to dominance
- Legitimizing myths
- Prejudice formation as a strategy in group conflicts over power and
dominance
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4
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- Nativism: “Us” versus “Them”
- Restrictionism: “The Chosen”
- Assimilation: The “Melting Pot”
- Acculturation: The “Salad Bowl”
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5
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- Rights of membership and citizenship in the nation-state based on birth
within its territorial boundries. (Fourteen Ammendment to the U.S.
Constitution)
- Proposals by some factions to limit rights of citizenship by birth to
children of legal residents and citizens, which would require a
constitutional ammendment
- Solution to immigration problem is criminalization of undocumented
status and deportation
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6
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- Objective is to control who becomes a legal resident or citizen
- Full admission to civic society of a restricted number of immigrants who
qualify, except for the right to vote.
- Under some federal and state laws, limits placed on social benefits
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7
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- Based on the belief that cultural homogeneity is desirable, even
indispensible for a functional nation-state
- Looks to past experiences of immigrant groups in assimilating into
American society
- Emphasizes importance of common language, values, traditions for
societal cohesion and national unity
- Recognizes the realities of upward social mobility of immigrants in the
process of becoming part of the American mainstream
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8
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- Demands are placed on immigrants to abandon the language & cultural
practices of their country of origin
- Fails to recognize possibilities & benefits of transnational,
multicultural identities
- Results in “reaction formation” among immigrants to reassert their
national and cultural identity
- Results in polarization of society on issues of language, culture and
belonging to a nation-state
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9
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- Assimilation with upward mobility or “downward” assimilation into social
& economic underclass
- Transitional bilingualism
- English monolingualism after second or third generation
- Identification with American dominant society’s cultural values, customs
& traditions
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10
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- Based on the belief that multiculturalism and binational &
bicultural identities are positive assets to the nation-state and to
individuals
- Recognizes transnational lives of today’s immigrant communities and
individuals
- Accepts and promotes bilingualism
- Builds on social & cultural resources immigrants bring to the USA,
including strong identification with older generations’ cultural values
and traditions
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11
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- Lack of economic opportunities from low levels of education, job skills,
language skills, job-seeking skills and networks
- Limitations on civic participation and ability to benefit from the
fruits of one’s labor
- Exploitation in the workplace
- Ethnic enclaves and social isolation
- Racism, prejudice & linguistic discrimination
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12
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- Acceptance by society of cultural and linguistic diversity
- Full civil & legal status with the accompanying rights &
responsibilities
- Human capital & strong immigrant community support networks
- Educational, professional & entrepreneurial opportunities, which
sustain achievement drive
- Positive interactions with native English speakers and proficient
bilinguals
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13
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- Globalization, trade, competition for
workers, changing patterns of comsumption
- Incorporation of immigrant laborers into U.S. Economy
- Overall costs & benfits of immigration and undocumented workers
- Uneven distribution of costs between federal & state governments
- Age demographics: Social security & retirements vs. demand for young
workers
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14
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- Geopolitical realities: We will forever be neighbors.
- De-population factors & impact on present & future work force
- Mexico’s economic growth & development prospects
- Mexico’s social structure & family desintegration
- Sending and receiving communities
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15
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- Critical examination of “brutal bargain” education policies
- Bilingual education as a positive model of acculturation
- Critical examination of equity issues involved standards &
accountability movement
- Promoting educational aspirations and opportunities among and for Latino
students
- Fostering positive multicultural identities based on the selective
acculturation model
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