ethanporcaro/eric-fulltext-meta huggingface dataset:
K-12 Educational Outcomes of Immigrant Youth
Author: Crosnoe, Robert
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,School Readiness,College Preparation,Elementary Secondary Education,Federal Legislation,Educational Objectives,Outcomes of Education,Academic Achievement,Language Skills,Generational Differences,Racial Differences,Ethnicity,Disadvantaged,Comparative Analysis,At Risk Students,Socioeconomic Background,Bilingualism,Family Relationship,Citizenship,Cultural Relevance,Parent Participation,Gender Differences,Asians,Immigrants,Latin Americans

The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. Robert Crosnoe and Ruth Lopez Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across segments of the immigrant population defined by generational status, race and ethnicity, and national origin. A good deal of evidence points to an immigrant advantage in multiple indicators of academic progress, meaning that many youths from immigrant families outperform their peers in school. This apparent advantage is often referred to as the immigrant paradox, in that it occurs despite higher-than-average rates of social and economic disadvantages in this population as a whole. The immigrant paradox, however, is more pronounced among the children of Asian and African immigrants than other groups, and it is stronger for boys than for girls. Furthermore, evidence for the paradox is far more consistent in secondary school than in elementary school. Indeed, school readiness appears to be one area of potential risk for children from immigrant families, especially those of Mexican origin. For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths' English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States. Bilingualism and strong family ties help to explain immigrant advantages in schooling; school, community, and other contextual disadvantages may suppress these advantages or lead to immigrant risks. Crosnoe and Turley also discuss several policy efforts targeting young people from immigrant families, especially those of Latin American origin. One is the DREAM Act, proposed federal legislation to create a pathway to citizenship for undocumented youth who meet certain criteria. Another effort includes culturally grounded programs to support the college preparation of immigrant adolescents and the educational involvement of immigrant parents of young children. (Contains 1 figure, 1 table, and 84 endnotes.)
Immigrants in Community Colleges
Author: Teranishi, Robert T.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Needs,Community Colleges,Outreach Programs,Educational Attainment,Labor Market,Language Skills,Scholarships,Open Enrollment,Immigrants,Productivity,Access to Education,Job Skills,English (Second Language),Student Characteristics,Student Needs,Student Financial Aid,Tuition,Academic Advising,Student Personnel Services

Immigrant youth and children of immigrants make up a large and increasing share of the nation's population, and over the next few decades they will constitute a significant portion of the U.S. workforce. Robert Teranishi, Carola Suarez-Orozco, and Marcelo Suarez-Orozco argue that increasing their educational attainment, economic productivity, and civic engagement should thus be a national priority. Community colleges offer one particularly important venue for achieving this objective. Because they are conveniently located, cost much less than four-year colleges, feature open admissions, and accommodate students who work or have family responsibilities, community colleges are well suited to meet the educational needs of immigrants who want to obtain an affordable postsecondary education, learn English-language skills, and prepare for the labor market. The authors explore how community colleges can serve immigrant students more effectively. Already, more immigrant students attend community colleges than any other type of postsecondary institution. But community colleges could attract even more immigrant students through outreach programs that help them to apply and to navigate the financial aid system. Federal reforms should also allow financial aid to cover tuition for English as a Second Language courses. Community colleges themselves could raise funds to provide scholarships for immigrants and undocumented students. Although there are many good ideas for interventions that can boost enrollment and improve the performance of immigrant students in community colleges, rigorous research on effective programs is scant. The research community and community colleges need to work together closely to evaluate these programs with a view toward what works and why. Without such research, policy makers will find it difficult to improve the role of community colleges in increasing the educational achievement of immigrant students. (Contains 65 endnotes.)
Higher Education and Children in Immigrant Families
Author: Baum, Sandy
Date: 2011-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Mexican Americans,Foreign Countries,Immigrants,Access to Education,Social Bias,Socioeconomic Status,Barriers,Educational Attainment,Low Income Groups,Parent Influence,College Preparation,Student Financial Aid,First Generation College Students,Outcomes of Education,Student Diversity,Racial Differences,Legal Problems,Hispanic Americans,African Americans,Asian Americans,Government Role

The increasing role that immigrants and their children, especially those from Latin America, are playing in American society, Sandy Baum and Stella Flores argue, makes it essential that as many young newcomers as possible enroll and succeed in postsecondary education. Immigrant youths from some countries find the doors to the nation's colleges wide open. But other groups, such as those from Latin America, Laos, and Cambodia, often fail to get a postsecondary education. Immigration status itself is not a hindrance. The characteristics of the immigrants, such as their country of origin, race, and parental socioeconomic status, in addition to the communities, schools, and legal barriers that greet them in the United States, explain most of that variation. Postsecondary attainment rates of young people who come from low-income households and, regardless of income or immigration status, whose parents have no college experience are low across the board. Exacerbating the financial constraints is the reality that low-income students and those whose parents have little education are frequently ill prepared academically to succeed in college. The sharp rise in demand for skilled labor over the past few decades has made it more urgent than ever to provide access to postsecondary education for all. And policy solutions, say the authors, require researchers to better understand the differences among immigrant groups. Removing barriers to education and to employment opportunities for undocumented students poses political, not conceptual, problems. Providing adequate funding for postsecondary education through low tuition and grant aid is also straightforward, if not easy to accomplish. Assuring that Mexican immigrants and others who grow up in low-income communities have the opportunity to prepare themselves academically for college is more challenging. Policies to improve the elementary and secondary school experiences of all children are key to improving the postsecondary success of all. (Contains 5 tables and 71 endnotes.)
The Physical and Psychological Well-Being of Immigrant Children
Author: Perreira, Krista M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Economically Disadvantaged,Physical Health,Health Insurance,Mental Health,Access to Health Care,Immigrants,Children,Child Health,Low Income Groups,Parent Influence,Minority Groups,Well Being,Acculturation,Stress Management,Public Health,Obesity,Racial Differences,Diseases,Substance Abuse,Depression (Psychology),Suicide,At Risk Persons,Adults,Attention Deficit Hyperactivity Disorder,Health Promotion

Poor childhood health contributes to lower socioeconomic status in adulthood. Subsequently, low socioeconomic status among parents contributes to poor childhood health outcomes in the next generation. This cycle can be particularly pernicious for vulnerable and low-income minority populations, including many children of immigrants. And because of the rapid growth in the numbers of immigrant children, this cycle also has implications for the nation as a whole. By promoting the physical well-being and emotional health of children of immigrants, health professionals and policy makers can ultimately improve the long-term economic prospects of the next generation. Despite their poorer socioeconomic circumstances and the stress associated with migration and acculturation, foreign-born children who immigrate to the United States typically have lower mortality and morbidity risks than U.S. children born to immigrant parents. Over time, however, and across generations, the health advantage of immigrant children fades. For example, researchers have found that the share of adolescents who are overweight or obese, a key indicator of physical health, is lowest for foreign-born youth, but these shares grow larger for each generation and increase rapidly as youth transition into adulthood. Access to health care substantially influences the physical and emotional health status of immigrant children. Less likely to have health insurance and regular access to medical care services than nonimmigrants, immigrant parents delay or forgo needed care for their children. When children finally receive care, it is often in the emergency room after an urgent condition has developed. To better promote the health of children of immigrants, health researchers and reformers must improve their understanding of the unique experiences of immigrant children; increase access to medical care and the capacity of providers to work with multilingual and multicultural populations; and continue to improve the availability and affordability of health insurance for all Americans. (Contains 4 figures and 82 endnotes.)
The Adaptation of Migrant Children
Author: Portes, Alejandro
Date: 2011-00-00
Type: Journal Articles
Subjects: African Americans,Human Capital,Mexican Americans,Disadvantaged Youth,Migrant Children,Hispanic Americans,Asian Americans,Immigrants,Adjustment (to Environment),Acculturation,Cultural Differences,Ethnicity,Barriers,Language Usage,English (Second Language),Cultural Influences,Socioeconomic Status,Educational Quality,Undocumented Immigrants,Racial Bias,Stereotypes,Whites

Alejandro Portes and Alejandro Rivas examine how young immigrants are adapting to life in the United States. They begin by noting the existence of two distinct pan-ethnic populations: Asian Americans, who tend to be the offspring of high-human-capital migrants, and Hispanics, many of whose parents are manual workers. Vast differences in each, both in human capital origins and in their reception in the United States, mean large disparities in resources available to the families and ethnic communities raising the new generation. Research on the assimilation of these children falls into two theoretical perspectives. Culturalist researchers emphasize the newcomers' place in the cultural and linguistic life of the host society; structuralists, their place in the socioeconomic hierarchy. Within each camp, views range from darkly pessimistic--that disadvantaged children of immigrants are simply not joining the American mainstream--to optimistic--that assimilation is taking place today just as it has in the past. A middle ground is that although poorly endowed immigrant families face distinct barriers to upward mobility, their children can overcome these obstacles through learning the language and culture of the host society while preserving their home country language, values, and customs. Empirical work shows that immigrants make much progress, on average, from the first to the second generation, both culturally and socioeconomically. The overall advancement of the immigrant population, however, is largely driven by the good performance and outcomes of youths from professional immigrant families, positively received in America. For immigrants at the other end of the spectrum, average socioeconomic outcomes are driven down by the poorer educational and economic performance of children from unskilled migrant families, who are often handicapped further by an unauthorized or insecure legal status. Racial stereotypes produce a positive self-identity for white and Asian students but a negative one for blacks and Latinos, and racialized self-perceptions among Mexican American students endure into the third and fourth generations. From a policy viewpoint, these children must be the population of greatest concern. The authors cite two important policy measures for immigrant youth. One is to legalize unauthorized migrants lest, barred from conventional mobility channels, they turn to unorthodox means of self-affirmation and survival. The other is to provide volunteer programs and other forms of outside assistance to guide the most disadvantaged members of this population and help them stay in school. (Contains 3 figures, 4 tables, and 75 endnotes.)
Poverty and Program Participation among Immigrant Children
Author: Borjas, George J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Poverty,Children,Young Adults,Immigrants,At Risk Persons,Disadvantaged Youth,Welfare Services,Minority Groups,Health Insurance,Federal Legislation,Foreign Countries,Census Figures,Place of Residence,Child Development,Social Problems

Researchers have long known that poverty in childhood is linked with a range of negative adult socioeconomic outcomes, from lower educational achievement and behavioral problems to lower earnings in the labor market. But few researchers have explored whether exposure to a disadvantaged background affects immigrant children and native children differently. George Borjas uses Current Population Survey (CPS) data on two specific indicators of poverty--the poverty rate and the rate of participation in public assistance programs--to begin answering that question. He finds that immigrant children have significantly higher rates both of poverty and of program participation than do native children. Nearly half of immigrant children are being raised in households that receive some type of public assistance, compared with roughly one-third of native children. Although the shares of immigrant and native children living in poverty are lower, the rate for immigrant children is nonetheless about 15 percentage points higher than that for native children--about the same as the gap in public assistance. Poverty and program participation rates among different groups of immigrant children also vary widely, depending in part on place of birth (foreign- or U.S.-born), parents (immigrant or native), and national origin. According to the CPS data, these native-immigrant differences persist into young adulthood. In particular, the program participation and poverty status of immigrant children is strongly correlated with their program participation and poverty status when they become young adults. But it is not possible, says Borjas, to tell whether the link results from a set of permanent factors associated with specific individuals or groups that tends to lead to &quot;good&quot; or &quot;bad&quot; outcomes systematically over time or from exposure during childhood to adverse socioeconomic outcomes, such as poverty or welfare dependency. Future research must explore the causal impact of childhood poverty on immigrant adult outcomes and why it might differ between immigrant and native families. Developing successful policies to address problems caused by the intergenerational breeding of poverty and program participation in the immigrant population depends on understanding this causal mechanism. (Contains 6 figures, 3 tables, and 23 endnotes.)
Inventing Our Future
Author: Smith, Glenn
Date: 2011-00-00
Type: Journal Articles
Subjects: Facilities Management,Conferences (Gatherings),Accountability,Conservation (Environment),Financial Support,Budgets,Energy Conservation,Decision Making,Competition,Labor Force Development,Technology Integration,Strategic Planning

Glenn Smith, APPA's Vice President for Professional Development, had the honor of introducing the closing panel discussion at APPA's annual conference in Boston last July--a discussion centered on the theme "Inventing Our Future." Previous general plenary sessions and related breakout sessions had explored the challenges people face in these chaotic times. In this article Mary Vosevich, Michael O'Connor, Joe Whitefield, and E. Lander Medlin share thoughts on how people cannot merely survive, but actually thrive on chaos.
Hear Me, Oh Hear Me! Are We Listening to Our Employees?
Author: Loy, Darcy
Date: 2011-00-00
Type: Journal Articles
Subjects: Leadership,Skills,Listening Skills,Facilities Management,Employees,Supervisor Supervisee Relationship,Motivation,Industrial Psychology,Job Satisfaction,Personnel Management

Listening is one of the most crucial skills that leaders need to possess but is often the most difficult to master. It takes hard work, concentration, and specific skill sets to become an effective listener. Facilities leaders need to perfect the art of listening to their employees. Employees possess pertinent knowledge about day-to-day operations that facilities leaders need to run efficient and effective units. Bottom line is that they have valuable things to say. Leaders need to recognize the importance of perfecting listening skills so that they can use it to inspire and motivate their staff, gain knowledge to enhance their day-to-day operations, and reinforce within their employees that they are of great value to the success of their organizations. In this article, the author discusses how listening can be used as a tool to motivate, gain knowledge, and reinforce value.
International Focus: Highlighting APPA Members Worldwide
Author: Glazner, Steve, Comp.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Finance,Higher Education,Institutions,Profiles,Educational Facilities

While most APPA member institutions are located in the United States and Canada, there are also 45 of member institutions located internationally--from Australia and New Zealand to Southeast Asia to the Middle East to Europe. This article focuses on four of its international members: (1) American University of Kuwait (AUK); (2) American University of Sharjah (AUS); (3) National University of Singapore (NUS); and (4) University of Cyprus (UoC).
Higher Education Facilities: The SmartGrid Earns a Doctorate in Economics
Author: Tysseling, John C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Facilities,Facilities Management,Management Systems,Energy Management,Economic Impact,Income,Utilities,Adjustment (to Environment),Access to Information,Automation,Decision Making,Power Technology

Most higher education facilities have already accomplished some measure of a &quot;microgrid&quot; investment with building control systems (BCS), energy management systems (EMS), and advanced metering infrastructure (AMI) installations. Available energy production facilities may include boilers, chillers, cogeneration, thermal storage, electrical substations--possibly new renewable resources (wind/solar/biofuel/geothermal)--and actively managed district energy (DES) and building management systems (BMS). Missing, until recently, has been a decision tool tying these resources together in a coherent, optimal control regime that allows facility managers to operate these resources in the most economical fashion, while meeting all organization comfort and operational constraints. The addition of decision logic and control regimes can transform a &quot;microgrid&quot; into a &quot;SmartGrid&quot; resource. Several vendors now offer microgrid &quot;dashboards&quot; as a tool to monitor and squeeze additional economic benefits from facilities. However, most of these tools fall short of optimizing facilities operations or realizing all the economic value inherent to the facilities operations. For facilities managers the world has changed. The world is virtual and digital. Information access is greater than it has ever been. Transactions and collaboration with peers is no longer the exception, but the norm. Facilities managers are adapting to reduced budgets and increased expectations as university finances continue to be stressed. Several university facilities managers have found innovative approaches to enhance their facilities' economic performance and earn new revenues for their schools. This article describes how Drexel University, University of Massachusetts-Amherst, the University of California at San Diego, and other institutions are doing things with their advanced SmartGrid systems today. These campuses, working with Viridity Energy, Inc., are using an automated, advanced decision making tool that enables them to sell energy, and load curtailments, to the grid. Viewed as &quot;virtual power plants&quot; by the grid, these resources are compensated for both generation and load curtailments. They have become active market participants selling to the grid, rather than simply passive buyers of electricity. (Contains 1 note.)