Summary: The Benefits Of Denying Immigrants

The court argued that if a student goes through school not understanding English then they are being deprived of a meaningful education. Furthermore, the Supreme Court used Section 601 of the Civil Rights Act of 1964 to continue their argument. Section 601 bans discrimination based on color, race, and national origin in any program receiving Federal financial assistance. The San Francisco Unified School District does receive financial assistance and under the Department of Health, Education and Welfare, school districts that receive this funding are required to “rectify the language deficiency” found among their students. Meaning the inability to speak and understand English prevents non-English speaking students from effectively participating in the education program, and it is the districts responsibility to fix that deficiency. With the funds received, they are not allowed to offer services, aids or other benefits to individuals that is different from other individuals in the same program. Discrimination based on race, national origin includes discrimination in the availability or use of academic resources. It is evident that the

This case examines the responsibility that a school district has to establish a program that deals with the various language issues of non-English speaking students. Kinney Lau and other non-English speaking students brought forth a lawsuit trying to force the San Francisco Unifed School District (SFUSD) to provide support for all non-English-speaking Chinese students with a bilingual education program so they could proficiently learn English. The case also attaches “strings” to school districts that receive federal financial assiatance.

During the 1920s, the Chicano movement faced many political challenges. One of the many problems was many teachers didn 't put in effort to teach Chicanos. In addition, schools had student’s graduate high schools without even being ready for college. One example of the political challenges the Chicano movement suffers is discussed in the History of a Barrio by Richard Romo the author asserts; “the Los Angeles School District maintained separate schools for Mexicans on the premise that Mexicans had special needs” [Romo 139]. In other words, this demonstrates that school districts separated Chicanos from normal classes because they had trouble learning. This displays the political struggles the Chicano movement endures because the district wouldn

The Development, Relief and Education for Alien Minors Act or more commonly referred to as “The Dream Act”, made its debut as a bill some 16 years ago, during the Bush Administration. In the years passed the bill has been call for several votes but has yet to prevail. There the bill sit waiting to become law. The Dream Act in its original form, contained such language that would provide thousands of immigrant children the opportunity to receive U.S. Residency (a “Green Card”). The Dream Act would have ultimately allowed children born to immigrant/undocumented parents within U.S. boarders the ability to serve in the U.S. military or person a degree in higher education, began a career and even get a driver’s license.

Analyze two salient (very important or noticeable) legal decisions that have affected the educational standing of Chicanos.

When you look at a large mass of people, a large portion of them are Hispanic. Hispanics are all over America, but sometimes aren’t treated as equals. In fact, many Hispanic figures have helped shape America into the country that it is today. In America, Hispanics can face many struggles such as immigration issues, education problems unemployment and stereotypes. How on earth have they dealt with these issues you might wonder? Life for Hispanics has been hard, and they deserved to be recognized for enduring so much pain and difficulty.

A coalition of Asian, Latino, black, and white stakeholders, mostly parents, worked to ensure that San Francisco schools settled from more than minimal compliance. This resulted in a state of the art bilingual education plan that highlighted the maintenance of students’ Chinese or Spanish skills after they had mastered English.

For this paper, my research 's main focus will be on Immigration Policies, like ICE raids. I will investigate and analyze how ICE raids affected and still affect Latinx/Chicanx communities. On top of the negative impacts it causes, I will be looking into the history of how ICE was formed and how it is an oppressive system that is known to target mainly undocumented Latinxs. Although ICE was “founded” in 2003, I will be including history of alternative methods the country used before ICE was established. The most deportations occurred under Obama 's presidential term and given the new administration, that is upfront and clear about being anti-immigrant and anti-Mexican, communities have no idea what to expect. I chose this topic for that

Mezzo-level practice is an important aspect for social workers because it focuses on a client’s family system, school, community, neighborhood, and any relevant local organizations or agencies. Social workers working with undocumented students soon learn of the disadvantaged position these students are placed in their local communities. There will be a focus on Latino/a undocumented students in this paper because the undocumented population is mostly made up of Latinos. This paper will discuss the problem at a mezzo-level, research-based interventions, theories, evaluation, and how social work skills, values, and ethical considerations can possibly impact the work with the client system.

The Circuit, by Francisco Jimenez, is about Francisco and his life immigrating from Mexico to the United States. Francisco’s family located themselves in California where they migrated throughout the state depending on work. His family was impoverished as they had no home and only had different tents and free places to stay when the father found work. The father went between picking cotton and picking strawberries mostly and earned his money by the pound. When Francisco was old enough he started to go with the father and brother to help earn money for the family. Francisco and his older brother, Roberto, did part-time schooling which interrupted their learning quite a bit, but they were in poverty so everyone in the family who was able had to work to make money. Francisco would start back earlier than Roberto would. When Francisco first started

“It [immigration policy] is inconsistent, ineffective, and does not promote the common good…We recognize that finding solutions to the plight of immigrants today will sometimes necessitate the overcoming of boundaries in the heart, not just on the land.”

I must admit I was excited to jump into reading this particular study. Just from looking at the title, this looked like one of the most interesting topics of inquiry to me. I recently started reading James Loewen’s Lies my History Teacher Told Me, and in that book, the author explores not only the stone-cold lies history textbooks (and by virtue those who use them) perpetuate, but the sometimes delicate reasons these lies continue. While my heart demands that everyone knows the full truth about everything at any age, my rational mind at least considers that some issues need to be covered at the right developmental stage of a child’s cognitive maturation. Things such as statistically insurmountable odds related to social class and mobility (or lack thereof), historical race/gender/class issues, and the true history of American/European imperialism may not always be the best thing to share with young minds lacking the historical and cognitive framework and background to digest this material in an academic way.

Citizens that are born in the U.S. are required to go to school to get an education so each and every citizen can have a great future. Why shouldn’t the kids of illegal immigrants not be able to go to school to have a good future? When the kids of illegal immigrants start U.S. schools, they feel like they’re equal to the kids that don’t have parents that are immigrants. When in school, they feel like they could actually live an American life and not be treated differently just because their guardians are immigrants. Kids of illegal immigrants should be able to go to school because most of the illegal immigrants enter the U.S. so their kids can have a better future than they (parents) do, schools can help the kids of illegal immigrants with their tuition, the United States has better schools than other places in the world.

How is one person different from another? One might answer personality, gender, eye color, or height. When considering differences among people in the United States, the response broadens because “the continual influx of immigrants has helped shape its [transformation]” (Parillo,1994, p.538). Immigration continues to transform the U.S. as immigrants spread their unAmericanized values, customs, and language. These differences create diversity among the U.S and are observed in classrooms through culture and language. Other forms of diversity in education exist through gender differences and exceptionalities. When teachers encounter diversity, they must demonstrate appropriate responsiveness

Imagine you’re walking home from your after-school program and all the sudden you feel like you’re being watched you slowly turn around; no one’s there. You start walking a little faster..BAMM! You hear a noise; you turn fast sounds like it came from that alley. You think you’re just imagining things; must of been the wind. BAMM! There it is again, and before you can turn around all the way you see two hands wrap around you suddenly everything turns black. Few weeks later, your body is found in a body bag in the alley; frightening isn’t it? To think something so simple could end up so awful? Things like this happened to kids in Mexico every day. Believe it or not it happens. You wonder the reasons to why there’s so many immigrants in the United States well you just learned one. There is much controversy with