ktmeng/mec huggingface dataset:
Topic: immigration

Expansion of people and migration towards the urban centers as well as towards the coastlines was due mostly to the invention of major railways (Sukkoo, 2004: 3). Not only though, did it contribute to the growth of agriculture and industry but has also sustained it (Sukkoo, 2004: 3). With the changes in Progressive era and movements and the inception of the ‘golden age’ the world saw an America that had re-invented itself from the Civil War country with few rights for minority groups change to an America that was democratic and warmed to the minority groups.
Topic: immigration

It showed a boom on all fronts from social to economic, this included becoming the social hub of the world and still is (Hollywood). America showed reform on many fronts but it suffices to say that when a country’s economic waivers, its social structure also falters. This is the case on many occasions and is not specific or unique to the United States. The morale at the time of the 1973 Panic and then again during the Great Depression of the civilians in the United States was obviously low but it was to degree saved by its president Franklyn D Roosevelt who actually delivered what he said he would.
Topic: immigration

This is because at some stage they become emancipated and have to be paid properly, so firms and factories are forced to pay than before causing overextension of funds and an imbalance. This is true also in slavery when employers suddenly have to pay their slaves and therefore lose a portion of their profits. We may have come full circle from an upside in the economy to a downside which is economic recession. American history swims in economic fluctuation but remains a super-power even to this day.
Topic: immigration

Emigrants had a deep influence on the humankind during the 19th and 20th century, at a time when several hundred of thousands of the poor families moved to US, Brazil, New Zealand, Canada and Argentina from Europe. Immigration or Emigration shouldn’t be mystified with the involuntary migration phenomena like the population transfer or the ethnic cleansing . Push factors are the motives that force the people to leave a country of origin whereas the pull factors are the factors that attract people to a certain country.
Topic: immigration

The push factors include war or the armed conflict, famine or drought, disease, poverty, political corruption, disagreement with the politics, religious intolerance, natural disasters, discontenting with the natives like frequent harassment and bullying, lack of opportunities for employment and rights violations With the exception of disagreements with the politics and the discontents with natives, all the other push factors mostly affect the under developed countries because even the natural disasters are not likely to lead to emigration.
Topic: immigration

The pull factors include higher incomes, lower taxes, better weather, better employment availability, better medical amenities, better education services, better conducts among people, family reasons, political stability and religious tolerance. In the United States, there are five myths about emigration, these common myths are historically and typically concerned with the immigrant populations these myths state that: o America is flooded with immigrants o emigrants are taking jobs from the U. S. citizens emigrants are draining the on United States society’s resources o Aliens refuse to assimilate, depriving us of our cultural and political unity o Non-citizen emigrants should not be permitted to the Constitutional rights. In his arguments. Advantages of emigration When people leave heir country and settle in another country, there a rise in the supply of the unskilled labor in that country, this is because many immigrants end up occupy low paying, low skill jobs and therefore their presence is normally complementary.
Topic: immigration

The emigrants tend to move to the countries with the best standards of living, with political and economic stability, people with the best education and bright people in the world go there and supply to their nation in several advantageous ways. Emigration leads to cultural diversity that enriches several aspects of nation like the fashion, cuisine, etc. Despite the decrease in the birth rate in the native citizens, emigration leads to increase in the population, this the number of consumers for the products produced in the native country, this also increases the number of available workers which leads to a strong economy.
Topic: immigration

Emigration leads to a further diverse generic pool, which eventually decreases the dangers of risky genetic diseases. Emigration is a national tradition in most developed countries like the United States where most of the people are descendants of the emigrants. Disadvantages of emigration: Emigration leads to increased poverty in the native country, this is because emigrants tend to occupy little wages employment, therefore their wages are very low and are severely affected by the recessions of the economy.
Topic: immigration

For example the Hispanics that emigrated to the United States have low educational attainments that the native Americans hence demanding more training so that they can fit in the job market in US, but the emigrants from Latino have education training closely similar to that of the native Americans with majority of the third generation speaking English fluently while minority speak Spanish. The emigrants lower the wages of the unskilled labor force. This is because the overall increase in supply of the unskilled labor with a constant demand is reflected in the decrease in the wages.
Topic: immigration

Emigrants raise the chances for the dangers of terrorism. There are some arguments that the continuation capability of illegal emigrants to enter other countries raises the threats of domestic terrorism and the associated risks. But in reality these threats are minimal. The recognized dangers connected with the terrorism involve extremist Islamic individuals. Though Islam isn’t so outstanding in Mexico and the Central American countries, cooperation of intelligence arrangements between the Mexico and U. S. have been designed to monitoring any threat that the extremist Islamic individuals who enter or live in Mexico might present.
Topic: immigration

Gregory Nava’s El Norte debuted in the Telluride Film Festival in 1983 and presents the challenges and realities of migration and multiculturalism. Though the film’s settings are not consistent with today’s scenarios, it is still an important work because it provides and periodical anthology of the migrant issues as well as a background to today’s multicultural issues. A study of the film reveals not only the developments in the perceptions regarding immigration but also the development of niche cultural groups from the perspective of both original and adoptive societies.
Topic: immigration

Moreover, El Norte suggests that cultural biases exist in various levels of society even in seemingly homogenous ones and that cultural disambiguation creates social vulnerabilities. Therefore, the movie can provide valuable insights on how multicultural psychology develops and changes in different settings. In turn, the insights that can be developed can help address the issues faced by the Xuncax family, particularly by the Rosa and Enrique in their quest to find their way and to establish a new life in the United States.
Topic: immigration

In all three parts of the movie, cultural differences remain a dominant issue. Tackled closely with social issues, the film’s view is that culture is both a source of strength and a bane for the siblings. At the same time, the change in both Rosa and Enrique’s view of their experience and their prospects undergoes a metamorphosis that challenges them to find their place in the social schema. Immigrants or Refugees One of the major issues that are being explored in the movie is regarding the status of Rosa and Enrique as migrant or refugees.
Topic: immigration

Furthermore, the status of immigrants requires legality where eligibility is based on an individual’s productive capacity. In the case of the main characters of the movie, they started out more as refugees. The circumstances that motivated them to leave Guatemala were because of persecution against indios their motivation was clearly not economic in nature. Rather, it was because of fear against threats against their life due to their ethnicity. At the same time, one classifies the siblings as refugees because they are not given the choice of staying or going back to Guatemala or to seek the protection of their government.
Topic: immigration

It is understandable that there is reluctance to consider them as refugees since such a status, under the international charters, makes them eligible not only for residence in the United States but also makes them eligible for social assistance and placement. In contrast, immigrants are managed by the conditions of their migration or residence programs and there is greater leeway for their ejection when they are proven to be unproductive or detrimental to society. Thus, Rosa and Enrique can only turn to illegal means of entering the country as illustrated by their association with a “coyote” who smuggles them into the country.
Topic: immigration

Though this bypasses the bureaucracy needed to gain both refugee and immigrant status, it also has left them vulnerable to abuse since they can not seek legal or judicial intervention if they need to. Furthermore, since they already entered the country illegally, the have burned their bridges in gaining legal recognition in the country. The siblings both offer perspectives on the institutions that migrants have to deal with. Rosa’s perspective is that their journey north has only led them from death to greater poverty and questioning if they have a place anywhere in the world except in death.
Topic: immigration

Enrique reflects the sentiment that he is considered simply a factor of production, a “strong arm”, gaining no greater value than livestock or equipment. In either case, the siblings show that they see themselves apart from society, excluded by their circumstance and history. Acculturation Though the associates of the siblings are generally limited to their own community of migrants, this is not to suggest that they do not make an effort to become part of the general society. However, their efforts are often deterred by cultural and social preconceptions that box them into their roles as illegal immigrants.
Topic: immigration

The issue of turning back from one’s cultural heritage is an underlying theme of the story since from the very beginning, perceived cultural inferiorities were the crux of the challenges faced by Rosa and Enrique’s family. Thus, within the socially excluded community they are categorized in by mainstream society they remain outsiders. It is then apparent from the observations and interactions of the siblings that their acculturation is always from and externalist’s perspective. Therefore, as Rosa and Enrique tried to adjust to their circumstance, there seems to be an acceptance that they will neither be able to be part of their community.
Topic: immigration

Immigration Policies and El Norte The conjecture that the illegal immigrant trade is one that is protected and even encouraged is a perspective that is presented in the story. Illegal immigrants provide cheap labor, a blanket against social security requirements and a labor supply for jobs that are unwanted jobs. At the same time, immigrants are able to have livelihoods that allow them to subsist as they try to gain the tenure they need to apply for legitimacy. However, there is credence to Enrique’s sentiment that such a scenario has left them in a continued disadvantage.
Topic: immigration

He points out that their situation has left them not only economically, socially or politically disadvantaged but also has made him question his worth as an individual and cultural heritage. The United States remains to be the preferred country for migration and there is still a great need for migrants particularly to sustain labor forces in jobs that are considered blue-collar in nature, However, the reality is that the country is already facing high unemployment among its citizens and there is a slow down of the economy.
Topic: immigration

Mr. E.G. Ravenstein established a theory of human migration in the 1880s that still forms the basis for modern migration theory. He called it the “Laws of Migration”, which the books have divided them into three general categories: characteristics of migrants, patterns of migration, and volume of migration. I believe people move for a variety of reasons, but his philosophies were basic on census results over time which makes it very creditable to me and these tendencies of migration still show currently.
Topic: immigration

For example, Cuba has a communist government that forces people to agree with the government. Where people do not agree with the government’s views or decisions they are not allowed to express their opinion. People from Cuba are force to leave the island if the government finds that they are looking for options to leave or trying to take action against the government. On the other hand, there are people in Cuba that are happy with the government. They do not have any decider to leave the island.
Topic: immigration

This concept still happens today, my own experience is a clear example of it. In the years 1999 to 2006 Argentina reached an economic crisis, the patters at the time was to come to the United States because the better future was here. My mother and I came to the United States back in 2000 from Argentina. One of the reasons that my mother decided to come to the United State was for a better future for me. I attended Miami Beach Senior High school, where I found a group of kids that were from Argentina. Their parents had decided to come to the U.S. for their better future. There were many people in Argentina with professional degrees but not many with good jobs. My mother and those kids parents were persuade by the idea that having a degree in the United States was more valued that a degree from my country.
Topic: immigration

The last general category is volume of migration which I can relate to the availability of affordable transportation and other advantages related to globalization and advances in technology, many recent immigrants are not forced to sever ties with the families they leave behind. People consider the advantages and disadvantages of staying versus moving, as well as factors such as distance, travel costs, travel time, modes of transportation, terrain, and cultural barriers before moving. For example, the volume of migrants that comes from Mexico every day to make money or to achieve a better standard of leaving. They still provide for their families in Mexico but they believed working in the U.S. is far more effective, easier, and produce way more money in a short period of time.
Topic: immigration

Today, with a number of changes taking place in the world, one thing has become a clear reality that countries have changed their policies and criterion because of increasing waves of international competition. Talent hunt on the international scale is something almost every single nation, especially the developed world, is conscious of. The competition to hunt talent for the local economy is so remarkable that countries like Germany, famous for its tradition phobia for immigration, have shown inclination to attract foreign people to their country.
Topic: immigration

Moreover, countries like China and Korea have started working in the same direction. Australia and Canada can be placed in the first row of the race, though. This hunt for talent has become very swift in the present times though it is not something new. According to David (2006) around 70% professionals working in science and engineering department of U. S. are natives of non-OECD (Organization for Economic Cooperation and Development) countries. Additionally, a great portion of expatriate professionals that come to the OECD are from developing countries.
Topic: immigration

About half of the total students in OECD countries are from the developing world. It is estimated that almost in every 10 tertiary educated grown-ups, who was born in the developing world, was living in U. S. Australia, Canada, or Western Europe in the year 2001. As shown by studies of World Bank and IMF, there is high correlation between talented people with sound education and legal migration. The rate of legal educated migrants is 4% higher now than it was ten years ago (37% and 33% respectively).
Topic: immigration

Moreover, highly-skilled workers’ migration is another portion of the pie that is picked by the developed world. For examples, around 600,000 highly-skilled professionals work outside their native country, at any given moment, on temporary visas. The number of students (both men and women) studying at graduate and under-graduate level abroad has also almost doubled now (1. 6 million) as compared to 20 years ago. This is all because global climate for economic warfare has changed.
Topic: immigration

What is a point of regression here to the present writer is that either is it the label of HSM or war for talent, one thing is quite clear that developed countries are attracting professionals to their lands for their own good. Then, I must ask, how is it possible to abandon such terms as represent the situation clearly? One more disagreement that I would raise here is that David (2006) has provided the current picture of what is happening in the world regarding talent, how, then, can it be rational to be only imagine that the more powerful countries would initiate efforts by which developing world can benefit?
Topic: immigration

In the 1950’s, the “American dream” was stemmed around the idea that anyone could have the opportunity to accomplish more success than in their native lands; for others, it was the opportunity to end up being an individual without the constraints imposed by class, race, and ethnic background. In the 1950’s, the structure of the American dream was masked by the impression of perfect white “cookie-cutter” households living in suburbia. However, unfavorable and pessimistic ideas about race and culture poisoned numerous minds, making it difficult for immigrants and minorities to recognize their own concept of the American Dream.
Topic: immigration

Females were objectified; they basically had to be the best other half and mom. In the 1950’s, females could not pursue their real goals, whether they wished to be CEO of a business, and even begin their own company. It was unreasonable for a woman to become the income producer of the household, for this only included to the impression of the American Dream. Women did not have the opportunity to achieve their own specific desires due to limitations troubled their “status” in society.
Topic: immigration

In Betty Friedan’s excerpt from, American Identities, she illuminates how women suffered in the 1950’s, by stating, “Each suburban wife struggled with it alone…they learned that truly feminine women do not want careers, higher education, political rights…. ”(Rudnick, 72). Friedan goes on to emphasize how societal views have caused women’s “ greatest ambition” to be marriage and children. Her biggest point eludes that “it is easy to see the concrete details that trap the suburban housewife, the continual demands on her time.
Topic: immigration

But the chains that bind her in her trap are chains of mistaken ideas and misinterpreted facts, of incomplete truths and unreal choices” (Rudnick, 76). In addition, white men may have seemed to have the perfect job with the perfect family; however, supporting an entire family and working constantly dampens the surface view of the American dream. As a result of the “white-flight,” the cities were open to those who desired a better life in America. The concept of the American dream enticed immigrants to leave their countries, and have a new start in a better place.
Topic: immigration

With the masses of immigrants coming to the country, high-rise buildings in the cities were set up to house their needs. With the yearning of a new life, immigrants took on low wage jobs and cramped up in housing projects, only soon to see that the American Dream was not so ideal. American life became extremely difficult with the influx of immigrants, as property taxes increased and job wages substantially decreased. The cities became segregated by the ethnic groups that occupied them; this in turn only added to the hardship that immigrants faced.
Topic: immigration

In Jack Agueros’ excerpt from, American Identities, he explains how his father emigrated from Puerto Rico in search of a better life, but was soon to find out that city life was tough. “Into an ancient neighborhood came pouring four to five times more people than it had been designed to hold. Men who came running at the promise of jobs were jobless…the sudden surge in numbers caused new resentments, and prejudice was intensified” (Rudnick, 97).
Topic: immigration

Along with struggling to support their families, the segregation of the city turned into ghettos, where violence between ethnic groups surfaced. The safe cities that were once filled with white families were now dangerous and defined by territories. The American Dream was left to be desired for immigrants, as families struggled just to survive and meet their basic needs. Along with the hardships faced by many immigrants, African Americans were unable to pursue the American Dream because of societies discriminatory thoughts of colored individuals.
Topic: immigration

African Americans were the backbone of the typical American family in the 1950’s, as they kept suburban houses clean and took care of white families’ children. African Americans took on low-wage jobs and were unable to realize their dream of freedom until the Civil Rights movement. Because of the basic principle of segregation, African Americans were seen as inferior, and that by itself builds upon the illusion of the “American dream. ” African American’s did not have the opportunity to prosper in society or have a chance to take on their individual desires.
Topic: immigration

Although the 1950’s may have provided a more family friendly economic and social environment, greater optimism existed, even among many individuals and groups who were in terrible circumstances. The post war economic boom gave way to the 1950’s where a majority of Americans could begin to dream of a new life without fear of societies constraints. However, for many this dream was not fully recognized due to negative views on race and class, which ultimately contributed to the hardships that many immigrants and minorities experienced.
Topic: immigration

In my research study I found an abundant amount of information on informing Chicano’s or Latino’s in the United States, particulary California being that an incredibly high population concentrations remain in California. In this paper I will list a few of the most essential multiculturalism truths I have actually discovered relating to instructional barriers, communication behaviors, cultural distinctions, teaching implications, learning designs and tools and insights. First, what is Chicano or Chicana? A Chicano or Chicana is a term used to suggest an identity held by some individuals of Mexican descent living in the United States.
Topic: immigration

Oftentimes, it refers to a first or 2nd generation Mexican American living in an urban, Mexican American immigrant community, where there exists the strong ethnic awareness of being “Mexican American”. It is considered a regard to ethnic pride, though not all Mexican Americans pleased with their heritage necessarily consider themselves Chicano. A lady of this category is generally called by the womanly kind Chicana, and, following the usual conventions for Spanish words, the masculine plural form Chicanos is used for groups that include both genders.
Topic: immigration

8. India 23,576 8. Filipino 107,742 9. Thailand 22,822 9. White 94,380 10. China 22,337 10. Chinese 82,943 SOURCE: Authors’ calculations from the 2000 Census. EDUCATIONAL BARRIERS AND TEACHING IMPLICATIONS I feel that educational barriers and teaching implications go hand in hand. I feel this is true since an educational barrier is a direct implication to teaching. Nearly half of all Californians today are first-generation or second-generation immigrants. As that share of the California population continues to grow, it is increasingly important to understand the nature of intergenerational progress for immigrant groups.
Topic: immigration

( Myers, Dowell, John Pitkin, and Julie Park) Recent research has called into question the intergenerational progress of immigrants, particularly educational progress between the second generation and the third generation. When the educational attainment of second and third generations is compared directly with that of their parents or their parents’ generation, the authors find strong intergenerational progress for all major immigrant groups. ( Myers, Dowell, John Pitkin, and Julie Park) However, even by the third generation, Mexican Americans in California have not attained the educational levels that whites have attained.
Topic: immigration

In other words, there is some progress but even by the third generation only 11 percent of Mexican American adults have earned a bachelor’s degree. In contrast, among third-and-later generation whites, more than a third has a bachelor’s degree. Also, about 30 percent of California’s children are growing up in families where neither parent has completed high school. One consequence of this low educational attainment is that as many as 95 percent of these children might not earn a bachelor’s degree; the low educational attainment of parents makes it less likely that their children will attain high levels of education.
Topic: immigration

Among these children at risk of low educational achievement, Mexican Americans make up a large percentage. More than half of all California youth ages 13 to 24 have a foreign born parent. Because a large number of these immigrant parents have a limited education, lack of improvement in educational attainment from one generation to the next would have serious implications for the state economically as well as socially. Education is an important determinant of social and economic well-being, such as income, health, home ownership, and civic participation.
Topic: immigration

The concern for educational progress is particularly acute for Mexican Americans who, even by the third generation, have very low levels of educational attainment. It finds that intergenerational progress has not stalled but rather that second- and third-generation immigrants have made substantial educational progress when compared with their parents. Most of California’s Latino youth are of Mexican ancestry (84%) and over 60 percent of them were born in the United States. Overall, one in four youth is a first-generation immigrant (i. e. , born in a foreign country). About the same share are second-generation immigrants (i.
Topic: immigration

e. , born in the United States with at least one foreign-born parent). Racial and ethnic differences in educational attainment are strongly influenced by immigration. Of the major racial and ethnic groups in California, young adults of Mexican descent have the lowest levels of education. Of those ages 25 to 29, only 51 percent have earned a high school diploma, compared to 93 percent of non-Hispanic whites. However, the rate for Mexican American youth born in the United States is substantially higher—76 percent. Mexican youth who come to the United States as teens often do not attend high school here.
Topic: immigration

The older their age at arrival, the less likely Mexican youth are to attend school in California. Among those ages 16 to 18 and who recently arrived in the United States, less than half are enrolled in school. Among men, many are working; among women, substantial numbers are working, married, or raising children. In particular, although some research has suggested that educational progress stalls between the second and third generations for Mexican Americans, it has been found that college graduation rates of third-generation immigrants are more than twice those of their parents.
Topic: immigration

Further, although over half of their parents did not graduate from high school, about eight in 10 third-generation Mexican Americans have graduated from high school. Even by the third generation, however, Mexican Americans in California have lower educational attainment than whites have. Despite strong intergenerational progress, less than 85 percent of third and-later-generation Mexican American adults, ages 25 to 34, have finished high school and only 11 percent have completed a bachelor’s degree.
Topic: immigration

(“Third-and-later” generation includes youth with both parents born in the United States but the data do not identify whether their grandparents or great-grandparents were born in the United States. ) In comparison, among third-and-later-generation whites, 95 percent earned a high school diploma and over a third has a bachelor’s degree. Mexican immigrant youth who arrive at age 15 or older are among the least educated Californians. Improving their educational attainment is particularly challenging because many do not enroll in California schools but are working and raising families.
Topic: immigration

Analysis suggests that about 30 percent of California’s children are growing up in families where neither parent has completed high school and that as many as 95 percent of these children might not achieve a bachelor’s degree. Among these children at risk of low educational achievement, Mexican Americans make up a large share (68%). The success of students in California’s community colleges is of particular importance for improving Latino postsecondary education because almost 80 percent of Latinos who enroll in public higher education enter through community colleges.
Topic: immigration

Because California has such large numbers of immigrants with limited education, a lack of improvement in educational attainment from one generation to the next would have serious implications for the state economically as well as socially. Educational progress is particularly important because education plays a role in determining racial and ethnic differences in other areas of social and economic well-being, such as poverty, health status, employment, home ownership, and civic participation (Reyes, 2001; Reed, 2003a).
Topic: immigration

This information is important to understand why immigrant families rely so much on each other and not on education and opportunity. Hispanic-Americans are united by customs, language, religion, and values. There is, however, an extensive diversity of traits among Hispanic-Americans. One characteristic that is of paramount importance in most Hispanic cultures is family commitment, which involves loyalty, a strong support system, a belief that a child’s behavior reflects on the honor of the family, a hierarchical order among siblings, and a duty to care for family members.
Topic: immigration

This strong sense of other-directedness conflicts with the United States’ mainstream emphasis on individualism (Vasquez, 1990). Stereotyped sex roles tend to exist among many Latinos: the male is perceived as dominant and strong, whereas the female is perceived as nurturing and self-sacrificing. Note, however, that in Latino cultures, the term “machismo” (used by Anglos to refer to male chauvinism) refers to a concept of chivalry that encompasses gallantry, courtesy, charity, and courage (Baron, 1991).
Topic: immigration

Research on the learning styles of Hispanic-Americans in particular, however, is limited. Within the Latino groups, the majority of studies have focused on the learning styles of Mexican-American elementary school children. Several investigations (Dunn, Griggs, & Price, 1993) have compared various ethnic groups of students in elementary school through college levels using a measure that identifies 21 elements of learning style grouped into five categories. 1. ENVIRONMENTAL LEARNING STYLE elements include sound, temperature, design, and light.
Topic: immigration

A cool temperature and formal design were identified as important elements for Mexican-American elementary and middle school students (Dunn, Griggs, & Price, 1993). 2. EMOTIONAL LEARNING STYLE elements include responsibility, structure, persistence, and motivation. Sims (1988) reported that Mexican-American third- and fourth-graders were the least conforming of three ethnic groups studied. Yong and Ewing (1992), however, found that Mexican-American middle-school adolescents were conforming.
Topic: immigration

The disparities between these data may result from subjects’ age, lifestyle, and urban/rural differences in the two studies. Both of these studies reported that Mexican-Americans required a higher degree of structure than did other groups. 3. SOCIOLOGICAL LEARNING STYLE elements are concerned with the social patterns in which one learns. Learning alone (as opposed to in groups) was preferred more by Caucasian students than by Mexican-American children (Dunn & Dunn, 1992, 1993) and more by Mexican-Americans students than by African-American children (Sims, 1988).
Topic: immigration

Mexican-American students required significantly more sociological variety than either African-Americans or Caucasians (Dunn, Griggs, & Price, 1993). Mexican-American males were authority-oriented and Mexican-American females were strongly peer-oriented (Dunn, Griggs, & Price, 1993). 4. PHYSIOLOGICAL LEARNING STYLE elements relate to time of day, food and drink intake, perception, and mobility. Puerto-Rican college students exhibit a strong preference for learning in the late morning, afternoon, and evening. The time-of-day preferences of Mexican-Americans are less clear.
Topic: immigration

The study by Sims (1988) indicated that Caucasian students exhibited a higher need for mobility than did Mexican-American students. Contrary to findings for the U. S. general population, Mexican-American females had a significantly higher need for mobility than their male counterparts (Dunn, Griggs, & Price, 1993). 5. PSYCHOLOGICAL LEARNING STYLE elements relate to global versus analytical processing. The construct of field dependence/independence is a component of this learning style. Field dependent individuals are more group-oriented and cooperative and less competitive than field independent individuals. Research generally has indicated that Mexican-American and other minority students are more field dependent than nonminority students.
Topic: immigration

Hudgens (1993) found that Hispanic middle and secondary school students were more field dependent than Anglo students; Hispanic female (and African-American male) students had a greater internal locus of control than other groups; and Hispanic male (and African-American female) students had a greater external locus of control than other groups. INSIGHTS AND TOOLS There are a number of state and local programs designed to improve the lives of youth as well as to steer them in the direction of positive future outcomes.
Topic: immigration

Youth ages 13 to 24 are of critical concern because during these ages youth are preparing for the transition to adulthood with its increased economic challenges and responsibilities and often with new marriage and parenting relationships. During these ages, many potentially life-changing decisions are often made, including the decisions to finish high school, to go to college, and perhaps to start a family. For these youth, adult education programs in school districts and community colleges can provide better schedules for part time, evening, and weekend coursework.
Topic: immigration

In addition, as these youth become parents, programs that work with young children can assist parents with parental support and literacy improvement. For second and third generations, and for immigrants who do enter California schools, the quality of the K–12 public education system is clearly a key factor in success. Several recent and continuing reforms are improving California schools, particularly in the areas of student achievement, teacher quality, and quality of facilities. In addition, English language learning is of concern for the children of immigrants.
Topic: immigration

For students whose own parents have limited educational experience, programs of educational counseling and tutoring are particularly helpful. BIBLIOGRAPHY: 1. Baron, A. , Jr. , Counseling Chicano College Students. In C. Lee, and B. Richardson (Eds. ), MULTICULTURAL ISSUES IN COUNSELING: New Approaches to Diversity (p. 171-184). Alexandria, VA: American Association for Counseling and Development. ED 329 861, 1991. 2. Dunn, R. , and K. Dunn. , TEACHING SECONDARY STUDENTS, 1993. 3. Dunn, R. , S. Griggs, and G. Price. , Learning Styles of Mexican-American and Anglo-American Elementary-School Students.
Topic: immigration

JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 21(4): 237-247. EJ 470 183. 1993. 4. Hudgens, B. , THE RELATIONSHIP OF COGNITIVE STYLE, 1993. 5. Myers, Dowell, John Pitkin, and Julie Park, California Demographic Futures: Projections to 2030, by Immigrant Generations, Nativity, and Time of Arrival in U. S. , School of Policy, Planning, and Development, University of Southern California, Los Angeles, California, 2005. 6. Neumark, David, California’s Economic Future and Infrastructure Challenges, Occasional Paper, Public Policy Institute of California, San Francisco, California, 2005.
Topic: immigration

7. Reed, Deborah, “The Growing Importance of Education in California,” Occasional Paper, Public Policy Institute of California, San Francisco, California, 2003a. 8. Reed, Deborah, Racial and Ethnic Wage Gaps in the California Labor Market, Public Policy Institute of California, San Francisco, California, 2003b. 9. Reyes, Belinda I. , ed. , A Portrait of Race and Ethnicity in California: An Assessment of Social and Economic Well-Being, Public Policy Institute of California, San Francisco, California, 2001.
Topic: immigration

10. Sims, J., Learning Styles of Black-American, Mexican-American, and White-American Third- and Fourth-Grade Students in Traditional Public Schools. Doctoral dissertation, University of Santa Barbara, Santa Barbara, CA, 1988. 11. Vasquez, J. , Teaching to the Distinctive Traits of Minority Students. THE CLEARING HOUSE 63(7): 299-304,1990. 12. Yong, F. , and N. Ewing, A Comparative Study of the Learning-Style Preferences among Gifted African-American, Mexican-American and American Born Chinese Middle-Grade Students. ROEPER REVIEW 14(3): 120-123. EJ 447 200, 1992.
Topic: immigration

Reports from the Australian Bureau of Statistics (2003a, 2003b, as cited in Ashman & Elkins, 2009, p. 7) show 25% of the Australian population is currently made up of migrants from around 200 countries. This fact demonstrates Australia, on the whole, has a tolerant and inclusive society. A society can be identified as a collection of people who live together in a relatively ordered community (Ashman & Elkins, 2009, p. 7). It could be said, Australia has one of the most inclusive societies on the planet; however, this was not always the case.
Topic: immigration

Net overseas migration has doubled from 146,800 in 2005-6 to 298,900 in 2008-9 (Australian Bureau of Statistics [ABS], 2011). Migrants born overseas account for a quarter of the total population with 50% having direct links with relatives born overseas. Nearly 2. 5 million Australians speak a language other than English at home (ABS, 2003a, as cited in Ashman & Elkins, 2009, p. 7). These facts show how much multiculturalism is now an intrinsic part of Australian society.
Topic: immigration

The preference for British migrants remained, and all others were expected to shed their existing cultural identities, including their native languages, to promote their rapid absorption into the host population. (DFAT, 2008, p. 2) A lively debate would ensue to decide if Australia could be seen as inclusive during this period of history. Even with the acceptance of Whites there were still racial undertones in the nicknames of migrants from certain countries. Wogs from Italy, Dagos from Spain, Poms from England (origin has not been verified, but several theories remain), to name but a few.
Topic: immigration

In conclusion with such a large migrant population from so many different countries, Australia has succeeded in becoming an inclusive society. Migrants will continue to arrive onto this big brown land and play a major part in shaping the country in centuries to come. Stereotypes. Collins Cobuild English Dictionary (1995, p. 1635) defines stereotype as an “a fixed general image or set of characteristics that a lot of people believe represent a particular type of person or thing. ” This is a thought that is conceived without actual basis or factual content.
Topic: immigration

Stereotypes can come in many forms. Commonly it is a belief that may have been subliminally imparted by peers, parents or the media. Stereotyping can cross all groups, genders, races, religions or even animals. It is possible social interaction or experience can lead to stereotyping especially if a negative experience is involved. People may all be guilty in some form of stereotyping, although not in a derogatory sense. Some common examples are, left handed people are creative, Asians are hard workers, blondes have more fun, fat people are jolly.
Topic: immigration

A negative consequence of stereotyping is what Sanderson (2010, p. 349) calls stereotype threat. Minority group members experience an apprehension that they may behave in a manner that confirms existing cultural stereotypes. Gender stereotypes are one of the most common encountered on a daily basis. The infamous ‘Glass Ceiling’ still exists in many areas of the professional world, restricting valid promotions simply based on gender. This type of concept can be verified by looking at comparative weekly wages of other professionals in a variety of industries.
Topic: immigration

Most people will generally see female dominated occupations, such as nurse, teacher and secretary as requiring feminine personality traits and physical attributes for success; whereas male dominated occupations such as doctor, lawyer, and business executive are seen to require male personality traits for success (Sanderson, 2010, p. 344). Racism The Cambridge Dictionaries Online (2011) defines racism as “the belief that people’s qualities are influenced by their race and that the members of other races are not as good as the members of your own, or the resulting unfair treatment of members of other races.
Topic: immigration

In recent history massive wars, resulting in countless lives lost, have been waged simply over not belonging to the ‘right’ or ‘our’ race. Most people would agree the concept of disliking someone simply because they look different and belong to another race, is pure ignorance. To say that because a person has dark skin that they will respond or behave in a certain manner is again ignorant. For most people it is hard to believe that less than twenty years ago Apartheid was still a reality in South Africa. The word ‘apartheid’ is derived from the Afrikaans language and is directly translated as ‘separateness’ (P. Mason-Jones, pers. comm. , 1998).
Topic: immigration

Its basis was racial segregation for Blacks, Whites, Coloureds and Indians. The Coloureds in South Africa are from mixed race families, predominately White males procreating with Black females. The Indians were mainly from colonial Indian descent sent to South Africa as slaves. The concept of black South Africans not allowed on the same public bus as Whites is hard to grasp. A greater issue for the Black people during apartheid was the fact they were not allowed to vote and decide on their own future in a land they had lived in for centuries beforehand.
Topic: immigration

Modern racism can be described as someone’s negative feelings towards an out-group member, which is not based specifically on their group membership (e. g. , race, gender) but rather generalisations of their moral values (Sanderson, 2010, p. 337). This creates the conception that all Black people do not work hard enough and expect handouts and so are discriminated against for that instead of having dark skin. Prejudice The Concise Oxford Dictionary (1982, p. 809) defines Prejudice as a “pre-conceived opinion, bias (against, or in favour of, person or thing). The word itself can be split into two components, pre- before and jud- judging.
Topic: immigration

Forming an opinion of someone before there is a chance to talk to them or even meet them for the first time is ignorant. Prejudice can come in many forms; however, it is usually associated with negative or hostile feelings about a person or persons simply based on their belonging to a group. Some popular social examples are, people who wear hats while driving are bad drivers, and, older men who have long beards and ride Harley Davidson motorbikes are dangerous.
Topic: immigration

Similarly, pre-judging all the clean, well dressed and impeccably groomed students to be the most well behaved members of the group would not be substantiated. In the same vein, pre-judging the scruffy un-kempt student to be the most troublesome member of the group could be a terrible mistake for the teacher. Consider this scenario: Stephen Hawking is observed crossing the road at a busy intersection while an individual is travelling in the opposite direction. The individual will have no idea who he is or heard his name mentioned in any context.
Topic: immigration

Some people may consider sympathy with his plight, some may ignore him completely, some may even offer assistance. Yet how many would come to the conclusion he is one of the greatest minds on the planet? People may be guilty of pre-judging his condition, abilities or even intellect. Educational responses to diversity Under Section 22 of the Commonwealth Disability Discrimination Act 1992, an educational authority is not allowed to discriminate against a person on the grounds of the person’s disability (DD Act, 1992).
Topic: immigration

Education Queensland developed a statement in response to this section of the Act, called “The Inclusive Education Statement – 2005. ” This statement is now part of 11 pieces of legislation and policies (Education Queensland, 2011). These policies and legislative pieces comprise of Commonwealth and State Acts. The Commonwealth Acts include, Age Discrimination Act 2004, Disability Discrimination Act 1992, Disability Standards for Education 2005, Human Rights and Equal Opportunity Act 1986, Privacy Act 1988, Racial Discrimination Act 1975 and the Sex Discrimination Act 1984.
Topic: immigration

State legislation includes the Anti-Discrimination Act 1991, Child Protection Act 1999, Disability Services Act 2006 and the Education (General Provisions) Act 2006. (Education Queensland, 2011). Education in Australia is a basic human right; however, the learning journey needs to be fair, productive and include everyone regardless of race, gender, cultural background or disability. Inclusive education is a process of responding to the uniqueness of individuals, increasing their sense of participation and achievement in a learning society (Hyde, 2010, p. 11).
Topic: immigration

Education Queensland (2011) requires their staff to identify processes and procedures in the Inclusive Education Statement – 2005, to achieve learning outcomes and develop skills to work and live productively and respectfully with others from a range of backgrounds, abilities and cultures. This ideology will help to produce accepting, tolerant, co-operative and productive citizens. In the classroom teachers need to address the huge variety of differences in their students. They should be adaptable and flexible to address criteria in curriculum while still following policies and procedures that stem from individual schools up to state level.