Mexicanimmigrants

=**Mexican Immi grants in the United States **=

Summer 2010


American Federation of Teachers. (2004). //Closing the Achievement Gap: Focus on// //Latino Students. // Retrieved from http://www.aft.org/pdfs/teachers/pb_latino0304.pdf  This article provides statistics on the achievement gaps between Latino students and their peers in areas such as test scores, dropout rates, and attainment of higher education. The article also lists challenges to closing the achievement gap. Teachers can use this source for its recommendations for improving Latino performance.  Archibold, R. (April 23, 2010). Arizona Enacts Stringent Law on Immigration. //The// //New York Times //. Retrieved from http://www.nytimes.com/2010/04/24/us/politics/24immig. html?scp=1&sq=april%2024%202010&st=cse This is an article that Randal Archibold wrote about the new Arizona Immigration law. He talked about the negative effects of the law and what is occurring in Arizona as a result of Governor Jan Brewer signing the 1070 bill. We used this article to better understand the 1070 bill and how it is affecting students in Arizona.  Flannery, M. E. (2010, May 21). The War on Ethnic Studies. //NEA Today//. Retrieved from  []  This article clearly demonstrates the need for ethnic studies, especially in areas of large diversity. This article address the Arizona Immigration Act as well as a progam started in Tucson to adjust teaching strategies to better instruct the majority of the population. The schools claim that teaching their curriculum from the cultural persepective of the majority increases the meaning of the material. They have also begun to see increased graduation rates. This resource relates to host culture variables.  <span style="font-family: "Times New Roman","serif";">Gibson, M., Gandara, P., & Peterson-Koyama, J., (Eds.). (2004). //School Connections:// //<span style="font-family: "Times New Roman","serif";">U.S. Mexican Youth, Peers, and School Achievement. //<span style="font-family: "Times New Roman","serif";"> New York, NY: Teacher’s College Press. <span style="font-family: "Times New Roman","serif";">This book shares school experiences of Mexican American students. We were able to see the relationships between student’s lives, peers, and academic achievement. We also learned about the large role that a student’s family plays in their academic career and achievement. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Grogger, J, & Trejo, S. (2002, May). //The Economic Progress of Mexican// //<span style="font-family: "Times New Roman","serif";">Americans //<span style="font-family: "Times New Roman","serif";">. Retrieved from http://www.ppic.org/content/pubs/rb/RB_502JGRB.pdf <span style="font-family: "Times New Roman","serif";"> This website discusses, with charts and statistics, the graduation rates for Mexican American students. It also goes into further detail about how wages can be affected for this culture group. One important aspect to take from this source is the idea of how the generational dissonance is played out for the second and first generation Mexican immigrants who come to America. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Haggis, P., Harris, M. R., Cheadle, D., Moresco, R., Schulman, C., & Yari, B. <span style="font-family: "Times New Roman","serif";">(Producers) & Haggis, P. (Director). (2004). //Crash// [Motion picture]. USA: Lions Gate. <span style="font-family: "Times New Roman","serif";"> This source is a modern representation of the complexity of race in America. The movie takes a hard look at racial stereotypes and realities, including those surrounding Hispanic individuals. Teachers can use this source for personal development (not entirely appropriate for younger audiences) to better understand the charged and emotional topics of racism and tolerance. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">His/Her Name is Today. (n.d.). Retrieved June 28, 2010, from <span style="font-family: "Times New Roman","serif";"> [] <span style="font-family: "Times New Roman","serif";"> This website outlines the Hispanic culture in an easy to understand format. It covers educational, family, and cultural values that are common in Hispanic families. It also goes over some activities and how to better engage Hispanic students. This is helpful for teacher expectations and family cohesiveness. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Latinos are optimistic about schools and education. (2004, January 26). //Pew// //<span style="font-family: "Times New Roman","serif";">Hispanic Center. //<span style="font-family: "Times New Roman","serif";">Retrieved June 28, 2010, from The Pew Charitable Trusts website: http://pewhispanic.org/newsroom/releases/release.php?ReleaseID=7 <span style="font-family: "Times New Roman","serif";">This article from the Pew Hispanic Center demonstrates the Hispanic culture’s outlook on education. This article negates the stereotype that Hispanics are lazy or should be working the jobs no one else wants. It goes over the increasing number of Hispanic boys and girls in school as well as graduation and dropout rates. This is a helpful source in understanding the rationale to leave their home country as well as teacher expectations. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Lopez, M. H. (2009). //Latinos and Education: Explaining the Attainment Gap.// <span style="font-family: "Times New Roman","serif";">Retrieved from http://pewhispanic.org/reports/report.php?ReportID=115 <span style="font-family: "Times New Roman","serif";"> This report provides results from a survey that asked more than 2,000 Latino youth ages 16-25 about their views on education. Much of the survey focuses on attitudes towards higher education, expectations for attaining post-secondary education, and reasons why Latino youth abandon their goal of attaining a post-secondary degree. Teachers can use this source to better understand Latino students’ desire to continue their education after high school and think about how to overcome the personal and cultural roadblocks to do so. <span style="font-family: "Times New Roman","serif";"> //<span style="font-family: "Times New Roman","serif";">Mexican American Opportunity Foundation (MAOF). //<span style="font-family: "Times New Roman","serif";"> (2009). Retrieved from http://www.maof.org/childcare_development.asp <span style="font-family: "Times New Roman","serif";"> This website includes explanations and contact information about the services that the MAOF offers from child care to adult education. With this source we were able to see what is being done for Mexican Americans and find specific examples of the sources that are available for them. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Mount-Cors, M. (2007). //Bridging the differences: cultural backgrounds// //<span style="font-family: "Times New Roman","serif";">of mexican students entering u.s schools //<span style="font-family: "Times New Roman","serif";">. Retrieved from <span style="font-family: "Times New Roman","serif";"> http://www.learnnc.org/lp/editions/brdglangbarriers/4486 <span style="font-family: "Times New Roman","serif";">This is an excellent resource that goes into detail about why Mexicans tend to leave Mexico and head to America. It discusses rural living conditions and explains how extended family can play a role in the academic success or “failure” of the students. The article also goes on to explain how diet, climate, gender roles, and literacy can influence the decision to make the move across the border to the land of opportunity. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">National Education Association. (2004). //Focus On Hispanics.// Retrieved from <span style="font-family: "Times New Roman","serif";">http://www.nea.org/assets/docs/mf_hispanicsfocus06.pdf <span style="font-family: "Times New Roman","serif";">This source discusses achievement gaps between Hispanic students and their peers. The article discusses the inability of many schools to handle the unique needs of Hispanic students, especially providing appropriate levels of English language support. Teachers can use this source’s recommendations for classroom strategies. School administrators can reference the article’s recommendations for policy improvements that will promote higher Hispanic achievement.

<span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> Passel, J. S. & Suro, R. (2005). //Rise, Peak and Decline: Trends in U.S. Immigration// //<span style="font-family: "Times New Roman","serif";">1992-2004. //<span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Retrieved from http://pewhispanic.org/reports/report.php?ReportID=53 <span style="font-family: "Times New Roman","serif";"> This report discusses the increase in Hispanic populations in the United States since 1992. It includes information about the changes in immigrant flow, legal status of immigrants, reasons for migration, and how all of the above affects immigrants and American citizens. Teachers can use this source to better understand the recent history of Hispanic immigration, which likely includes the recent histories of some of their students and their families. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Pew Research Center. (2009). //Between Two Worlds: How Young Latinos Come of Age// //<span style="font-family: "Times New Roman","serif";">in America. //<span style="font-family: "Times New Roman","serif";">Retrieved from <span style="font-family: "Times New Roman","serif";">http://pewhispanic.org/reports/report.php?ReportID=117 <span style="font-family: "Times New Roman","serif";"> This source is part of a Pew Research Center study of youth in America. The report provides data from more than 2,000 Latino youth ages 16-25 about their attitudes, values, social behaviors, economic status, educational attainment and more. Teachers can use this source to get an in-depth look at how Latino youth negotiate life’s challenges as Latino immigrants and as U.S. born Latinos. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Tafoya, S. (2004). //Shades of Belonging//. Retrieved from <span style="font-family: "Times New Roman","serif";">http://pewhispanic.org/files/reports/35.pdf <span style="font-family: "Times New Roman","serif";"> This source describes identity issues that young Hispanic immigrants face, chiefly that race is a measurement of belonging. The author discusses how Hispanic people choose a racial category and how their decision is impacted by a number of factors, including their education, economic condition, geographic location, and age. This is a useful source because it describes how Hispanic people see themselves and the factors that influence their perception.

**__ End - Summer 2010 __**
(Add your items above the source located below) This website talks a little bit about why Mexicans come to America, and how they still have family that lives in Mexico. It also gives general information about Mexican Immigration. For example how many Mexicans live in the United States, and which states they reside in. It also goes on about how the Immigration Laws changed after 9/11. This article gives good indications of how social support networks affects Mexican Immigrants in the United States. Its focus is upon the classical assimilation theory and how it indicates that members of immigrant groups will develop more primary ties with native members of the host society. Also, within this article was the finding that Native-born people are more likely to report cross-ethnic ties than immigrants and that spatial variables explain the primary effect of structural assimilation.
 * //Beyond the Border//. (2006). Retrieved April 1, 2010, from PBS: []
 * Brown, Susan. (2006). Structural Assimilation Revisited: Mexican-Origin Nativity and Cross-Ethnic Primary Ties. //Social Forces,// 85(1), 75-92

This journal discusses a two year study, conducted through interviews and observation, on Mexican immigrants perceptions of their struggle to support their families. The author notes and explores the efforts of Mexican immigrants to contest the term “illegal”, claiming the negative connotations that come with the term. Mexican immigrants also discuss the moral legitimacy of U.S. immigration laws.
 * Cleaveland, C. (2010). We are not Criminals: social work advocacy and unauthorized migrants.. //Social Work//, //55//(1), Retrieved from[]

This journal gives statistical evidence and examples of Mexican mobility and assimilation into the United States population. Social and educational factors that are thought to hinder the achievement of Mexican-American children are discussed. Statistics include health care, census data, and fertility rates.
 * Currie, D. (2010). Assimilating down. //National Review//, //62//(2), Retrieved from []

Chapter 6 of this book is titled "Assessing and Understanding Biculturalism-Multiculturalism in Mexican-American Adults." This chapter takes a look at how the Mexican-American immigrants maintain their culture of origin when coming to the United States. The chapter offers 3 different perspectives on acculturation and assimilation, in which each model is discussed as attributed to the Mexican-American immigrants. It also introduces the Conflict-Replacement Model and two major assumptions related to it. Last, the chapter provides personal cases of people dealing with biculturalism-multiculturalism. <span style="font-family: arial,helvetica,sans-serif; line-height: 19px;"> This website is about the Mexican immigrant population from censuses. It provides statistics about size and distribution, along with a demographic and socioeconomic overview. It shows how the Mexican Foreign-Born populations have risen in the United States from 1960-2006
 * Martinez, Jr., Joe L., and Richard . Mendoza, eds. Chicano Psychology. Second ed. Orlando: Academic Press, Inc., 2000. 77-85. Print.
 * Migration Policy Institute. (2008, April) Mexican Immigrants in the United States. Retrieved April 8, 2010 from:[]

This achievement gap article summarizes how students in homes of poverty are less likely to achieve in school. As written in the article, it is argued that the problems related to poverty happen simultaneously with race and ethnicity. This article was used to prove that that since the social networks of the Mexican American immigrants are often in places of poverty, the immigrants are then also subject to the possibility of low achievement. <span style="border-collapse: collapse; font-family: arial,helvetica,sans-serif; line-height: 19px;"> This website gives good information about the general immigration statistics on Mexican Immigration. It talks about how there are a lot of illegal Mexican Immigrants residing in the United States. It also gives an outlook on what they expect for the future in Mexican Immigration.
 * <span style="font-family: arial,helvetica,sans-serif;">"Out-of-School Factors Influence Student Achievement." National Education Association. National Education Association, 2010. Web. 12 Apr. 2010. Retrieved from Desire2Learn
 * Passel, J. (2004, March). //Mexican Immigration to the US: The Latest Estimates//. Retrieved April 1, 2010, from Migration Information Source: []

<span style="font-family: Arial,helvetica,sans-serif;">Chapter 3 out of this book gives an account of Mexican immigrants and how they are affected when adjusting to American culture. <span style="border-collapse: collapse; font-family: arial,helvetica,sans-serif;"> This film gives a big overview on all the immigration issues in the United States. They also have interviews in this video from political leaders and their opinions on immigration. The interviewees talk about how moving to the United States has changed some of their ways of life but they still practice traditions in their cultures. <span style="font-family: arial,helvetica,sans-serif;"> This newspaper article from the //Sunday Telegraph// gives a slight glimpse into the drug war in Mexico. It explains that Mexican journalists, businessmen, elected officials and policemen flee to United States land for protection from death threats. It goes on to explain that situations like these are becoming more prevalent because of the inability for Mexican officials to protect their people and deal with the crime.
 * Rumbaut, Rubén, and Alejandro Portes. Ethnicities. Berkley and Los Angeles, CA: Univ of California Pr, 2001. 57-90. Print.
 * Sciences, F. f. (Director). (2004). //Immigration and the World Economy: America's Immigration Debate// [Motion Picture].
 * Sherwell, P. (2009, April 12). Mexicans flee to us. // The Sunday Telegraph //, 27-31.

The author focuses on the reasons and means by which immigrants choose to come to the United States. The book includes chapters giving reason to why they left their home country, the dangers they faced on their journey across the border, how they made it across the border, and what they hope to receive from living in the United States. The author focuses primarily on the Mexican culture.
 * Stout, R.J. (2008). //Why Immigrants come to america//. Westport, CT: Praeger Publishers.

This book is about the struggles that Mexican immigrants have face in making Minnesota their home. Many Mexicans came to the United States looking for better jobs and better lives. The book also talks about the rapid growth of the Mexican population in Minnesota.
 * Valdes, D. (2005). //Mexicans in Minnesota.// Minnesota Historical Society Press

This article examines segmented assimilation among foreign-born and U.S.-born Mexicans, using the 2000 Census. It also investigates how immigrant's length of residence in the U.S. and nativity affect job outcomes of low and high skilled Mexican men and women. This article also indicates instances of racialization in relation to its effects on the Mexican immigrant population.
 * Valdez, Z. (2006). Segemented assimilation among mexicans in the southwest. // Sociological Quarterly //, // 47 // (3), 397-42



Mexican Immigrant Group-T, TH 2:00-3:20 **Zuniga, V., & Ruben, Hernandez-Leon. (2005). New destinations. New York: Russell Sage Foundation.** This book describes the oldest and largest uninterrupted migratory flow to the United States—Mexican Immigration. During the late 1980’s-1990’s, Mexican’s established new settlements in destinations of the Midwest and eastern seaboard region. This book mainly focuses on Mexican migrants, yet their migration is intertwined with other countries like El Salvador, Nicaragua, Guatemala, Costa Rica, and Honduras. Due to kinship networks, friendships and business ties, intermarriage, and cultural exchanges, it describes the reason why Mexican immigrants have expanded all over the United States. **Richardson, C., & Resendiz, R. (2006). On the edge of the law. Austin: University of Texas Press.** This book is made up of eleven ethnographic research projects and ten surveys conducted almost entirely by students of the University of Texas-Pan America. It deals with the life of South Texas border, particularly in relation to the impact of social class and race or ethnicity in this region. The basic purpose of publishing this book after doing the Borderlife Research Project is to empower students and the local community, and support an appreciation for their culture and place. This newspaper article talks about the increasing numbers of Mexicans coming into the U.S. to stay rather than work for a few months and return to their home country. These illegal aliens are bringing their families along with them, producing a greater demand for social services (health care/schooling). Within the article, a 28-year-old social worker who emigrated from Mexico City gives his point of view on why Mexicans are leaving Mexico to come to the U.S. This newspaper article talks about one of many other reasons Mexicans leave their country to come to the U.S.—because of the drug violence. Experts say that because of the increase in violence, it has replaced immigration as the major source of friction in the U.S.-Mexican relations. Mexicans are coming to claim asylum, which could create a real problem according to Morales, a professor at Universidad Nacional Autonoma de Mexico. **Nasser, H.E. (2008). Mexicans feel strong pull to usa.** //**USATODAY**//**, Retrieved from** [|**http://www.usatoday.com/news/nation/2005-08-16-immigration-license_x.htm**] This newspaper article talks about the Pew Hispanic Center surveys. It states that more than 40% of Mexican adults say they would move to the USA if they could, and one in five say they would do so illegally if necessary. Roberto Suro, director of the Pew Hispanic Center says that Mexicans' willingness to come is driven by a desire to improve their economic status and join friends and family already in the USA. Within the article, it states that millions of Mexicans will continue to come unless we restrict them to do so. This is a website that gives information on Mexican-American Immigrants from the 1800’s through present day. The website covers Mexican American history, settlement patterns, acculturation, assimilation, health care beliefs/practices, language, family and community dynamics, and customs. It is a real in-depth study with multiple references. Mexican American integration slow, education stalled, study finds This is a recent article on Mexican American integration in education published March 20, 2008. The article discusses the key findings from “Generations of Exclusion” by Russell Sage Foundation. The article also explains why Mexican American’s are failing to progress after the second and third generations.
 * Mydans, S. (1991). More Mexicans come to u.s. to stay.** //**The New York Times**//**, Retrieved** **from** [|**http://www.nytimes.com/1991/01/21/us/more-mexicans-come-to-us-to-stay.html**]
 * Wolf, J. (2009). New reason for mexican immigration to u.s.: drug violence.** //**McClatchy Newspapers**//**, Retrieved from** [|**http://www.mcclatchydc.com/360/story/68531.html**]
 * Egnlekirk, A & Marin, M.** //**Countries and Cultures**// **Retrieved from** [|**http://www.everyculture.com/multi/Le-Pa/Mexican-Americans.html**]
 * Marquez, L (March 20, 2008) Mexican American Integration Slow, Education Stalled, Study Finds Retrieved from** [|**http://newsroom.ucla.edu/portal/ucla/ucla-study-of-four-generations-46372.aspx**]
 * __Mexican Immigrant Group- T, Th 12:30-1:50__**

} [] Description: This source talks about education programs and making them work for those students who are Mexican American. This source also goes into detail about who the programs involve and what features the different programs have in common with one another. } [] Description: As the title of this article indicates, this reference talks about the demographic trends of the Mexican-American population. This reference also talks about the implications for education in the article. } [] } [] } [] } [] } Becker, A. (2009, March, 20). Refugees From Mexico Drug War Flee to US. The Nation, Retrieved April 14, 2009, from [] } Davies, L. The Mexican revolution: An overview. Retrieved April 14, 2009, from Women and Mexican Revolution Web site: http://www.ic.arizona.edu/ic/mcbride/ws200/mex-davi.htm } []

} []

} [|http://www.cis.org] [|http://www.pbs.org/itvs/beyondtheborder/immigration.html] This source talks about immigration issues. Many Mexicans work here for their families still living in Mexico. 8.5 million Mexican born people in the U.S., which 3 million of them are undocumented.

// Mexican Immigrants Prove Slow to Fit In: Why Mexicans assimilate at rates lower than newcomers from other parts of the world. // Brett Schulte May 15, 2008 The article talks about how Mexican Immigrants are fitting in to the United States. It states that unfortunately they are faring poorly because there are so many that are here illegally and are unable to find work. The article compares Asians with Mexicans and conveys that Asians overall usually come to the U.S. with more money and many of them have a higher education than Mexican Immigrants coming in. Having resources such as education and money helps them to assimilate faster. The article states that arriving disadvantaged provides little opportunity for advancement. It also points out that the 4th generations of immigrants live in segregated neighborhoods. Mexican Immigrants are also, after four generations, still identifying themselves as being Mexican. Others identify as Mexican-American. __http://www.usnews.com/articles/news/national/2008/05/15/mexican-immigrants-prove-slow-to-fit-in.html?PageNr=2__ // Immigration… Mexican // This website allows the reader to learn about a variety of information about Mexican Immigrants. It goes into detail why the first group of Mexican Immigrants came to the United States; the article explains the war between U.S. and Mexico and how it changed the land that Mexico used to own. It describes the changes in laws and the border, which influenced many immigrants to move to the United States. The article gives insight to the reasons for movement and relocation for many Mexican Immigrants; it was easy for immigrants to cross the border from Mexico to Texas so they did so often and as needed. The website also provides a look at how the immigrants were received as they came into North America. It gives a history of the jobs they started out with and how they moved from rural areas into the city. The website summarizes the U.S. policies and how they were made and directed towards Mexican immigrants. The information on this website also provides in detail the impact of the Mexican culture on the U.S. __http://lcweb2.loc.gov/learn/features/immig/mexican.html__

Center for Immigration Studies staff. (2001). Immigration from mexico. Retrieved April 7, 2009 from: [] This article examines the costs and benefits of Mexican Immigration based on a study done in 2001 by the Center for Immigration Studies.
 * // __Alissa’s Sources:__ //**

Suarez-Orozco, C., Suarez-Orozco, M. (2001). Children of immigration. Cambridge: Harvard University Press. This print book examines the quality of life immigrant children experience after emigrating. It focuses on many ethnicities and gathers information from interviews.

Suarez-Orozco, C., Suarez-Orozco, M., Todorova, I. (2008). Learning a new land. Cambridge: Harvard University Press. This print book is an analysis of a study done on the children of immigrants. The data is presented in a way that conveys immigrant’s view-points which were collected through interviews. It focuses on many ethnicities.
 * // __Anthony’s Sources:__ //**

[] This article talks about the Mexican wave returning to Mexico. It discusses some of the problems the Mexican government may run into with such a large wave returning from the United States

[] This article, much like the Fox News article, discusses the new wave of immigrants returning to Mexico. It also discusses some of the consequences for Mexico and the United States.

[] This video examines a family that returned to Mexico after having lived in the United States for some time. It covers the difficulties that they will have now that they have returned.

Dotson-Blake,K.P., Ending the silence of the mexican immigrant voice in public education. 12:3 February 2009.
 * // __Vicki’s Sources:__ //**

Lopez, D.E.,&Stanton-Salazar,R.D., Mexican americans. pp.57-62,73-80. Although Mexican Americans have actively participated in the legal struggle for equality in education, as a group, they remain marginalized within the U.S. society. School-family-community partnerships have been shown to meet the diverse needs of students, enhancing students success by fostering connections among the people who play central roles in children's lives.

http://www.migrationinformation.org/feature/display.cfm?id=208 We used this source to display the proportion of the Mexican born population in the United States. This data was collected in 2008 and illustrates what cities are highly populated by Mexican born citizens. This source also demonstrates why Mexicans immigrate to the United States including the search for a better life and the dream of becoming wealthier and being able to send money back to their families in Mexico.
 * // __Pete’s Sources__ //**

http://ezinearticles.com/?Illegal-Immigrant-Workers&id=166848 This source discussed why Immigrants were driven out of their home country. Some of these reasons include: Mexico’s low wages, poor job quality and lack of long-term prospects and opportunity. [] This site from the CDC's Office of Minority Health and Health Disparities has information about the health issues facing different populations. The population breakdowns are great, including demographics, health statistics, etc.
 * // __Laura’s Sources__ //**

"Mexican American integration slow, education stalled, study finds" by Letisia Marquez, UCLA Newsroom. [] This article is based on a study about Mexican-American assimilation issues done by UCLA in 2008. This article gives excellent information on all of the ways Mexican immigrants are having trouble assimilating and why this is. Breanna Bruce

Passel, Jeffery, "Mexican Immigration to the US: The Latest Estimates," __Migration Information Source.__ 2004. 12 April, 2009. < [|http://www.migrationinformation.org/feature/display.cfm?id=208] >. "About 5.3 million undocumented immigrants from Mexico are living in the United States, according to estimates based on the March 2002 Current Population Survey (CPS) as well as census and other government data. Over one in every two Mexican immigrants is undocumented, compared with about one in every six for the remainder of the foreign born." There are also many other interesting facts in this article and on this website in general. Davidow, Jeffery, "Immigration, The United States and Mexico." 2002. 12 April, 2009. [|<http://mexidata.info/id350.html]>. This is a good site because it gives two sides or points of view of illegal immigratnts, and also has some interesting facts about illegal immigrants Suk, Mike. Interview. 16 April, 2009. By Breanna Bruce

[|http://www.cnn.com/2009/US/04/22/latino.abuse/index.html]
 * Martha Curtiss**

[|http://books.google.com/books?id=qptZzAcoyT0C&pg=PA101&dq=family+relations+of+mexican+immigrants#PPA101,M1]

[|http://findarticles.com/p/articles/mi_pric/is_200010/ai_3675728606/]

[|http://www.monarchcenter.org/pdfs/ericmexicanyouth.pdf]


 * Briana Wagner**

[|http://www.ericdigests.org/pre-9217/trends.htm]... it is a scholarly journal from ERIC digests and it discusses the demographic trend lines of Mexican-Americans population. It also discusses the diversity and growth of these populations. It then goes into talking about the implications for education and the dempgraphic and socioeconomic characteristics for schooling. let me know if there is any concerns or problems

[|[[https://email.winona.edu/owa/redir.aspx?C=7816323c433b4f298bf79a43875fcbad&URL=http%3a%2f%2fwww.ericdigests.org%2fpre-9217%2ftrends.htm|http://www.ericdigests.org/pre-9217/trends.htm]...]] It has to do with the reception of mexican immigrants into the U.S. It discusses interviews from immigrants, perceptions and misconceptions, a growing community within the U.S. and a struggle for survival. It goes into depths about all of these topics


 * Samuel Baker**

[|http://www.ericdigests.org/2003-4/mexico.html] this site of a brief summary of mexican education for U.S. Educators

[|http://cgi.unc.edu/research/mexican-children/index.html] that site is about mexican american children in teh classroom in north carolina


 * Adam Olig**

Border schools get tough on Mexican students By: Randy Dotinga - In the San Diego area, Daniel Santillan is a residency enforcer in a US-Mexican border town called Calexico, assigned by local education officials to make sure students live in the US, not Mexico. He has been employed to help control the enrollment population for area schools.

High-Performing Schools Serving Mexican American Students: What They Can Teach Us. ERIC Digest. By: Alicia Paredes Scribner and Jay D. Scribner

-This is a journal created by the ERIC Development Team about “a recent study along the Texas-Mexico border (Reyes, Scribner, & Paredes Scribner, 1999) we reported the characteristics of successful schools where the student population was mostly Mexican American, from low socioeconomic backgrounds, and where a high percentage of the students were limited English proficient. Based on our study, we concluded that conditions of failure for Mexican American students need not exist. This Digest reviews the findings of our study and others, to discover what such research can teach us about creating schools that better support the success of Mexican American students.”
 * Available in full-text download


 * Breanna Bruce**

Passel, Jeffery, "Mexican Immigration to the US: The Latest Estimates," __Migration Information Source.__ 2004. 12 April, 2009. < [|http://www.migrationinformation.org/feature/display.cfm?id=208] >.

Davidow, Jeffery, "Immigration, The United States and Mexico." 2002. 12 April, 2009. [|<http://mexidata.info/id350.html]>. Suk, Mike. Interview. 16 April, 2009. By Breanna Bruce

=**FALL 2009**=
 * 8:00 SECTION**

Ainslie, R. C. (2002). The plasticity of culture and psychodynamic and psychological processes in Latino immigrant families. In Suárez-Orozco & Páez, M. M. (Eds.), Latinos: Remaking America (pp. 289-301).
 * Ainslie discusses the changes individuals and families go through as they immigrate to the US from over the border. Pertinent to Mexican immigrants is the “psyche of the immigrant”; that is, what were the factors for leaving and what are the psychological – and potential physical - consequences of such an endeavor. The emphasis here is put on the transcultural lifestyle of immigrants, highlighting those of adolescents, and the idea of living “between cultures.”

Barshinger, D., Rocha, L.O., Schaller, A. (2006). Maternal attitudes and parent education: How immigrant mothers support their child’s education despite their own low levels of education. Early Childhood Education Journal, 34(5).
 * A study was done on Mexican Immigrant Mothers and Parents in general. The study showed that children may be at a higher risk for low education, if their parents lack academic backgrounds. However, if parents have positive attitudes about educational achievement, it may help their children’s chances to overcome low education levels.

Carhill, A., Suarez-Orozco, C., & Paez, M. (2008). Explaining English language proficiency among adolescent immigrant students. American Educational Research Journal, 45, 1-26.
 * This journal article examines English Language Proficiency in immigrant students. In its lengthy 26 pages, this article provides multiple statistics regarding how immigrants are affected by poor English Language Proficiency. It also emphasizes the differences between conversational and academic English.

Carranza, F.D., Chhuon, Vichet., Hudley, Cynthia., You, Sukkyung. (2009). Mexican american adolescents’ academic achievement and aspirations: The role of perceived parental education involvement, acculturation, and self esteem. Adolescence Journal, 44, 313-333.
 * The number of Mexican American School-aged children is continually increasing. Parental education involvement, student’s level of Acculturation, and students Self-esteem has an effect on student’s achievement and aspirations.

Castillo, M. (2009). Mexican immigration to U.S. off 40 percent, study finds. Retrieved 18 Nov. 2009 from http://www.cnn.com/2009/WORLD/americas/07/22/mexico.immigrants/i dex.html
 * This article discusses the current immigration situation pertaining to Mexicans crossing the border. It presents reasons for the current decrease in immigrant inflow and possibilities for the rise of returning immigrants to their home.

Chavez, L. R., Flores, E.T., & Lopez-Garza, M. (1992). Undocumented latin american immigrants and u.s. health services: An approach to a political economy of utilization. JSTOR, 6(1), Retrieved from http://www.jstor.org
 * This journal article discusses undocumented Mexican immigrants, who work as manual laborers, access and use of health care services in the United States. This study shares data collected from both California and Texas.

Crosnoe, R. (2005). Double Disadvantage or signs of Resilience? The elementary school contexts of children from mexican immigrants families. American Educational Research Journal, 42 (2), 269-303.
 * Mexican Immigrants are over represented in schools with a variety of problematic characteristics. Mathematics Achievement, Mental Health, and Interpersonal Functioning of Mexican Immigrants are at lower levels in schools. These outcomes could be due to factors such as family background or socioeconomic status.

Faith Mount-Cors, M. (2008). The middle school challenge for English language learners of Mexican origin. Learn NC Editions. Retrieved from: http://www.learnnc.org/lp/pages/4485
 * This article speaks specifically about middle school students learning the English language in and outside of the classroom setting. Providing a case study first, this article emphasizes the challenges that immigrant students specifically from Mexico deal with language and other obstacles in the classroom.

Falicov, C. J. (2002). Ambiguous loss: Risk and resilience in Latino immigrantfamilies In Suárez-Orozco & Páez, M. M. (Eds.), Latinos: Remaking America (pp.274 288)
 * Throughout this piece Falicov discusses the psychological factors and repercussions associated with immigration, as families face the consequences of separation and individuation of transcultural lifestyles, either short-term, long term, or unknown. Falicov looks specifically into the cultural background and mindset of the Latino immigrant, focusing on family relations and identity changes that may come over time.

Gresenz, C. R., Rogowski, J., & Escarce, J. J. (2009). Community demographics and access to health care among u.s. hispanics. EBSCOhost, Retrieved from http://web.ebsohost.com
 * This research article discusses many of the financial and nonfinancial barriers to gaining access to health care. Some of the barriers studied and discussed in this research article include socio-demographic characteristics of neighborhoods, language, nativity, family income, etc. Individuals opportunities to form social networks is also discussed as a possible determining factor in better or poorer access to health care for Mexican immigrants.

Guendelman, S., PhD, Angulo, V., MPH, Wier, M., MPH, & Oman, D., PhD (2005). Overcoming the odds: Access to care for immigrant children in working poor families in California. Maternal and Child Health Journal, 9(4), 351-362.
 * This article discusses the immigration experience for Mexican women who now live in Iowa and interactions and experiences with the American healthcare system. The main focus of the article is on cultural competence of healthcare providers and the dynamics between healthcare providers and these Mexican women who practice different, more traditional, methods.

James H., McLaughlin (2007). Schooling in Mexico: A Brief Guide for U.S. Educators. Retrieved November 10, 2009, from Eric Digest’s website: http://www.liu.edu/CWIS/CWP/library/workshop/citapa.htm
 * This is an informative website on education in Mexican schools. The site covers some brief historical points on Government involvement in school. The site also has information on the curriculum that Mexican schools have and the instruction in which it is delivered.

Leclere, F.B., Jensen, L., & Biddlecom, A.E. (1994). Health care utilization, family context, and adaptation among immigrants to the United States. JSTOR, 35(4), Retrieved from http://www.jstor.org
 * This journal article provides the conceptual issues that make up the framework model of health care among Mexican immigrants, and the factors that are imbedded within this model. This article provides many reasons within this model as to why Mexican immigrants may lack access to health care services in the United States.

Peterson, A. C., Grey, M. A., PhD. Continuity and change: The Mexicana experience with health and healing in Iowa. International Journal of Global Health and Health Disparities, 16-40.
 * This article uses data from a study on the effects of immigrant status and insurance coverage on healthcare access for immigrant children in California and also mentions the effects of such conditions on long-term health and access. Remedies are also mentioned, including decreasing language barriers and increasing cultural competence among healthcare staff, no matter what the cost.

Public Broadcasting Systems (2009). Beyond the border. Retrieved 18 Nov. 2009 from http://www.pbs.org
 * This site presents the life of a family of immigrants and also presents valid statistics and facts pertaining to Mexican immigration issues.

Schim, S. T. PhD, RN, Doorenbos, A., PhD, RN, Benkert, R. PhD, RN, & Miller, J. PhD, RN (2007). Culturally congruent care: Putting the puzzle together. Journal of Transcultural Nursing, 18(2), p. 103-110
 * Using a 3-D puzzle model, this article presents four strategies aimed at improving healthcare relations with the growing Hispanic population. Four key components of culturally congruent care include awareness, sensitivity, competency, and diversity, all of which the provider must keep in mind when associating his or herself with a client. The goal of this article is to present manners in which healthcare providers can enhance relationships with clients, debunking previous assumptions and gaining a greater sense of diversity and inclusion.

U.S. Census Bureau (2009, October 5). The 2009 Statistical Abstract. Retrieved November 6, 2009, from U.S Census website: http://www.census.gov/compendia/statab/
 * This website is the 2009 census. From this site our group used data on enrollment in education and the mean yearly earnings for different ethnic groups. This site also has data on many other topics, some other topics include: health and nutrition, labor force and employment, and population.

Whittmore, R., PhD., APRN (2007). Culturally competent interventions for Hispanic adults with type 2 diabetes:A systematic review. Journal of Transcultural Nursing, 18(2), 157-166.
 * This article presents a study on the growing Hispanic population in the United States and the correlated health factors in relation to diabetes. It further describes culturally competent strategies for addressing attendance and attrition. These strategies include linguistic, constituent-involving, sociocultural, peripheral and evidential strategies.

Oakes, J. (2004). //School connections u.s. mexican youth,peers, and school achievement//. Amsterdam Avenue, New York: Teachers College Press. (This book is about Mexican-American youth and the impact that their peers have on one another. Also discusses gangs and group membership. Various charts and graphs are represented throughout the book to compare peer influence on Mexican-American youth to other ethnicities.)
 * 12:30 SECTION**

Burma, J.H. (1970). //Mexican americans in the united states//. New York, N.Y.: Harper and Row. (This book discusses general characteristics of Mexican Americans, as well as prejudice they face, their education, health and family, and religion.)

Ramirez, R.R., & de la Cruz, G.P. (2003, June). The Hispanic population in the united states: march 2002. Retrieved from http://www.census.gov/prod/2003pubs/p20-545.pdf (This is an article from the United States Census Bureau that gives the population characteristics of Hispanic population living in the United States. The Hispanic Population includes Mexicans, Central and South Americans, Puerto Ricans, Cubans as well a section labeled “other”.)

Olneck, M. R. (2009). What have Immigrants wanted from american school? what do they want now? historical and contemporary perspectives on immigrants, language, and american schooling. American Journal of Education, 115, 379-399. (This source gives historical examples of homeland languages being taught in public schools and supplementary schools. It also highlights what immigrants want from public schools.)

Espenshade, T. J. (1995). Unauthorized immigration to the united states. //Annual Review of Sociology, 21//, 195-216. (This article is an in depth look at the numbers and reasons of illegal Mexican immigrants and why they have come to the United States. This is a comparison of the legal and illegal immigrants and the public assistance both groups receive. The problem with this study is that there is an imbalance of legal and illegal immigrants because there are very few people that will admit that they are an illegal immigrant in fear that they will be deported and have to start back at square one.)

Lopez, A. A. (2007). //The farmworkers' journey//. Berkeley: University of California Press, =. (This book is about different Mexican families who have members going to the United States and leaving their families. The main reason for them leaving is to find work to provide money for their families. It tells the journey of the young men leaving home and the affect it has on the family members they left behind. Some of the stories are quite amazing. One family even risked getting caught several times because they only sent one person at a time, starting with the oldest son. At the end of their story there was only the mother and the youngest daughter left in Mexico from twelve that started.)

Borjas, George. (2007). Mexican immigration to the united states. (This book covers the significant economic and cultural impact Mexicans have had on America, problems with assimilation, and historically what Mexican immigration levels have been. It also discusses a variety of solutions for making appropriate accommodations to help Mexican Americans succeed in the future.)

(2008). Mexican American Culture. //Global oneness//. Retrieved (2009, November 12) from [] (This website was put together by an organization called Global Oneness. It has an extensive archive of articles related to Mexican culture, economic issues, and Mexican history.)

Carbonell, I. (n.d.). //Mexico: chasing the american dream//. Retrieved from [](This is a video that shows one journey from Mexico to the United States. It tells about how it is such a terrible hike across the Arizona desert, only to most likely be sent right back to Mexico by U.S. Border Patrol. It is really sad to think that they would risk their lives just for a small chance that they will make their way into this country.)

<span style="color: #333333; font-family: verdana,helvetica,sans-serif; font-size: 10px; letter-spacing: 1px; line-height: normal;">**Komu, Initials. (Producer). (2009).** //**Mexican american students**// **[Web]. Retrieved from http://www.youtube.com/watch?v=2FTHB4OsbRE (This youtube video is about Mexican-American female college students. The video discusses the small amount of Mexican-Americans that attend college and graduate from high school. Also, two female Mexican-American students are interviewed about their college experiences and what they think teachers can do to help.)**

Francis, S. (2004, October 11). //Arizona's prop. 200 could signal shift in political winds//. Retrieved from [] (This article is about Proposition 187 in California and Proposition 200 in Arizona. These propositions take away some rights that immigrants can have in the United States including education and health care.)

Minutemen Civil Defense Corps, Inc. (n.d.). //The Minuteman civil defense corps national citizens neighborhood watch - securing the american border//. Retrieved from http://www.minutemanhq.com/hq/ - (This webpage is an example of the type of people who don’t like illegal immigrants. The website shows what these minutemen feel about Mexican immigrants)

jny2cornell. (2006, September 4). //Go home, wetbacks?//. Retrieved from [] - (This is a webpage illustrating the hostility towards Mexican Americans.)

9:30 (2010)

12:30 (2010) Behnke, A., MacDermid, S., Coltrane, S., Parke, R., Duffy, S., & Widaman, K. (2008). Family Cohesion in the Lives of Mexican American and European American Parents. Journal of Marriage and Family, 70(4), 1045-1059. Retrieved April 19, 2010, from http://www3.interscience.wiley.com -This is a study conducted to investigate the relationship between stress and parenting behaviors using Mexican American and European American Families. The study found that family cohesion had a greater affect on the stress level and parenting behaviors in the Mexican American families.

Bacallao, M., & Smokowski, P. (2007). The Costs of Getting Ahead: Mexican Family System Changes After Immigration. Family Relations, 56, 52-66. -This was a study conducted to see the effects of immigration on Mexican families. The conclusion of this study was found that families coped with immigration changes by keeping high levels of family identity and keeping cultural traditions.

Alvarez-Jimenez, Anabel, Darnell, Adam J., and Gabriel P. Kuperminc. (October 2007). Parent involvement in the academic adjustment of Latino middle and high school youth: Teacher expectations and school belonging as mediators. Journal of Adolescence, 31(4), 469-483. Retrieved April 15, 2007 from the ScienceDirect website. - This article illustrated the impact parent involvement has on the perceptions a teacher has about a student. The study mentions how for newly immigrated parents this is a difficult thing to do; yet, teachers still take this into consideration for a student. The data for the study was found by from observations at two metropolitan public schools in the Southeastern United States.

Gándara, Gibson, Gibson, Margaret A., and Jill Peterson-Koyama. School Connections: U.S. Mexican Youth, Peers, and School Achievement. (2004). Teachers College Press: New York; London. - This book gave a good description of the relationships Mexican-Americans have with their peers and how that could affect achievement. Their peers as well as the school environment play a huge role in how well a student does academically. || · Villanueva, Margaret. "Racialization And The Latina Experience: Economic Implications." //Explorations// 8.2 (2002): 146-157. //j-stor//. Web. 14 Apr. 2010. This article does a great job on focusing on the Latina Mexican immigrants.

Bates, S. (n.d.). Hispanics see discrimination in the workplace - Executive Briefing - Brief Article | HR Magazine | Find Articles at BNET. //Find Articles at BNET | News Articles, Magazine Back Issues & Reference Articles on All Topics//. Retrieved April 14, 2010, from [] This article does a nice job at putting into percent about the discrimination of job that Mexican immigrants deal with due to racialization issues. Fry, Richard. "Hispanic youth dropping out of US schools." //PewHispaniccenter//. N.p., 13 June 2003. Web. 14 Apr. 2010. <pewhispanic.org/files/reports/19.pdf This website gives plenty of information about Mexican immigrants pertaining to gender roles and education.

Massey, D., Durand, J., & Malone, N. (2002). //Beyond Smoke and Mirrors: Mexican Immigration in an Era of Economic Integration//. Russell Sage Foundation: New York. This book stressed some of the push and pull factors Mexicans immigrants face. It covered the Bracero program America participated in from 1942-1964 which aimed at bringing in immigrant workers to help of American farms.

Miller, S. (2009, September 25). For Mexicans seeking to cross the US border, it's not just about jobs anymore; New surveys find the recession has reduced Mexican immigration, but that millions still want to come to the US - and some more for safety than for jobs. //The Christian Science Monitor.// Retrieved from www.lexisnexis.com This newspaper articles goes over the various economic and social reasons why immigrants are still coming to the U.S. Many now are coming not because of job opportunities, but to flee the violence that's threatening their lives in Mexico.

Smith, R.C. (2006). //Mexican new york: transnational lives of new immigrants//. Los Angelis, CA: University of California Press. This book described the daily lives and difficulties that immigrants deal with, specifically in New York. The author also discussed some of the generational differences and the effect on the culture of those living in America.

Rojano, David Garcia (Director). //Out of the shadows.// Video retrieved from: []. This video shares some of the feelings toward Mexican immigrants both legal and illegal.

Winn, P. (2005). // Mexican immigrants do not assimilate quickly in US, study find. // Cnnnews.com. Retrieved from: [] This article talks about the difficulties associated with Immigrants coming to America.

Rodriguez, M. (2010). Personal Interview. Maria gave us information on the immigrant community in Winona and answered our basic questions that were relevant to stereotypes, reasons for immigrating and family and gender issues.