Running head: ANNOTATED BIBLIOGRAPGHY 1

Annotated Bibliography

Victoria I Canales

The Univeristy of Texas at El Paso (RWS 1301)

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Abstract

This annotated bibliography is about immigration and how it education and educators

affect immigrant children or children who have immigrant parents; it will also talk about what

UTEP is doing to help those who are in issues of immigration.

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Annotated Bibliography

The University of Texas at El Pasohas always been a very diverse and multicultural

university from the beginning, especially since we live right by the boarder there is a lot of the

Hispanic culture in where we are all able to mix our cultures and ethnicities together and make a

wonderful community that makes us unique. With all these new strict immigration laws that have

been enacted and the way life has been changing a lot all around us makes us wonder what we as

a community are doing for those students who are under the DACA program or students who are

immigrants. The DACA program (or deferred action for childhood arrivals) is extremely

important because it’s what keeps our students at UTEP with us and without it our university

would change completely and it would never be the same. As an education major, I want to

know if the education program at the university is doing anything concerning the immigration

laws and if there are students who are in the education program who are affected by the laws and

are at risk of being deported. Are there any organizations, programs, or even meetings that take

place here at UTEP? I hope to discover that UTEP does do a lot for our DACA students and that

they have a good future here with us at with at the university. There should be more

organizations to not only help them in a political way but also in an emotional way.

Research Questions

1. What is the best way to teach about immigration laws in the classroom?

2. Are the immigration laws a priority with those in power?

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Annotated Bibliography

Gallo, S., & Link, H. (2016). Exploring the Borderlands: Elementary School Teachers’

Navigation of Immigration Practices in a New Latino Diaspora Community. Journal of

Latinos and Education, 15(3), 180-196. doi:10.1080/15348431.2015.1099531

According to Gallo and Link, attending to teachers’ experiences may help create spaces

for more critical attention to the impacts of navigating difference, such as immigration

status, on teaching (p.181). With all the new rules and regulations that have been set

towards the banning of immigrants, Gallo and Link argue that teachers should be more

practiced on how to work with children in those situations. They believe that teachers do

not have enough or any experience in a situation where a child may lose his/her parent(s)

due to immigration laws and it is unacceptable for a child to not have their teacher to turn

to. A teacher is generally supposed be there for a child no matter what, and a child is

supposed to trust their teacher so they are just saying how a teacher should be well taught

and practiced on the immigration issues.

Burnett, S., Kugler, E. G., & Tesh, C. (2015). Empower educators to teach immigration. Phi

Delta Kappan, 97(4), 15-20. doi:10.1177/0031721715619912

According to Burnett, Kugler, and Tesh, we should engage educators in interactive

learning, demonstrating strategies and modeling lessons that can be implemented in their

classrooms to inspire dialogue and critical thinking surrounding immigration policy and

law (p.16). This is despite the fact that many people do not agree with the immigration

laws and many would rather not want immigration laws to be an issue. Burnett, Kugler,

and Tesh talk about a new program that will be enacted and how teachers and children

will both be taught about immigration and its laws and different strategies and modeling
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lessons that can be added into children’s education program. Teaching immigration laws

and basis to children and teachers, according to the authors, will help them be prepared

and in the right mind set just in case of a future situation where something to with

immigration issues could occur.

Dworkin, A. G. (1995). Immigration and Education: The Crisis and Opportunities (Book). Social

Science Quarterly (Austin, Texas: University of Texas Press), 76(1), 236-237.

According to Stewart, says Dworkin, unless our society improves its educational

programs for immigrants, we will see the underclass grow and the United States will not

benefit from the contributions that the immigrants can do for us (p.236). This is despite

the fact that under new law immigrants are being deported back to their countries, even

though they benefit the United States. The author argues that we need immigrants in the

United States because they have the potential of enriching our nation and changing our

nation for the better. Having good education programs for immigrants would be a good

way of teaching them about our nation and getting them closer to having citizenship

rather than simply deporting them back.

Robert, C., Lorena, L., & Chandra, M. (2004). Immigration from Mexico into the Math/Science

Pipeline in American Education. Social Science Quarterly (Wiley-Blackwell), 85(5),

1208-1226. doi:10.1111/j.0038-4941.2004.00272.x

According to Crosnoe, Gonzalez, and Muller, Mexican immigrants, have much to gain in

terms of social mobility from the Math/science pipeline during middle school, which is a

direct conduit into this increasingly important higher-level, specialized education

(p.1209). The three authors argue that having a good math and science program for

immigrants while they are in middle school gives them a good start for future school
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years. This is despite the fact that many immigrants are seen as less educated simply

because English is not their first language, but the authors compare the immigrant

students to the American ones and say that their education level is the same.

Klineberg, S. L. (2016). The Changing face of Texas and America. Fort Worth: Fort Worth

Business Press, 10-14.

According to Klineberg, minorities are more likely to be living in concentrated poverty

and to be attending overcrowded, underfunded inner-city schools that offer too few of the

critical resource and social support systems that enable young people in general to

graduate from high school and go on to college(p.12). Klineberg argues that immigrants

are less likely to be educated, not because they do not care or value education but because

they live in poverty where there are not enough resources to get them where they need to

be. Although there are many programs out there for minorities that may help them, many

of them live in places where there is not enough help or money to get them started which

causes them to either give up or have to work instead of attending school. The author

argues that if we changed the way they lived and we helped and cared more then we

could give them a push in the right direction.

Crawford, E. R., & Arnold, N. W. (2016). Exploring the Meaning and Paths of Advocacy for

Undocumented Students’ Access to Education. Journal of Latinos and Education, 15(3),

197-213. doi:10.1080/15348431.2015.1131691

According to Crawford and Arnold, partnership among organizations, institutions, and

individuals must work together to make a long-term difference, and they believe that

educators can come alongside undocumented students to make a change (p.197). This is

despite the fact that many laws are being passed against immigrants that are here in the
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Unites States. They are being forced back to their countries even though they have family

members that have their citizenship and some have even lived a majority of their life over

here. Crawford and Arnold argue that Educators are here to help undocumented students

reach their academic and life goals. They believe that if people were to stand together and

were more in favor of immigrant students then there could be a chain effect and change

would occur.

Bravo-Moreno, Ana. “Transnational mobilities: Migrants and education.” Comparative

Education, vol. 45, no. 3, 2009, pp. 419–433. Retrieved from http://0-

www.jstor.org.lib.utep.edu/stable/40593184.

According to Moreno, migrants and their children now represent more than half of the

student population in many urban schools and post-secondary educational (p. 419). In the

journal article the author argues that there are many migrants coming into our schools in

the USA, and she argues if we as a nation and if universities are doing anything to

accommodate the transition of the new people. This is despite the fact that many laws are

now trying to get rid of the DACA students and are sending them back to their country

and/or deporting their parents back. The author asks and answers if our universities are

doing something to help these students feel more included and a part of our schools, in a

comfortable and good manner.

Thorndike, Robert L., and Hagen, Elizabeth. Measurement and Evaluation in Psychology and

Education (2nd ed.). New York: John Wiley and Sons, Inc., 1961.

Thorndike’s claim that intelligence is what intelligence tests measure is not entirely

facetious. With this you are able to assume that immigration children are probably

stereotyped and their tests scores are not as they seem. Despite this the author still says
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that the tests should not be trusted and that testing scores are not always right in how

smart the child actually is.