Should They Stay or Should They Go? How the 2017 U.S. Travel Ban Affects International Doctoral Students

2019 ◽  
Vol 24 (4) ◽  
pp. 440-455
Author(s):  
Corina Todoran ◽  
Claudette Peterson
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Research Question ◽  
The United States ◽  
Political Climate ◽  
Executive Orders ◽  
Muslim Majority ◽  
International Doctoral Students ◽  
The U.S ◽  
Job Prospects

In the wake of the U.S. government’s executive orders restricting travel from six Muslim-majority countries (Iran, Libya, Somalia, Sudan, Syria, and Yemen) in January 2017, we collected data from four focus groups consisting of international doctoral students aiming to provide insight on the following research question: How do international doctoral students make sense of the U.S. political climate on their lived experiences? This article contributes to the literature by discussing a timely issue concerning international students in the United States and points out that the 2017 travel ban has affected not only international doctoral students from those banned countries but has also alarmed students from other countries, who described the climate as stressful, confusing, and hostile. Several students changed their travel plans for conferences or family visits being worried that they might not be able to reenter the United States. Other students feared the immigration rules might suddenly change and affect their visa status. Students also expressed their concerns in regard to job prospects after graduation. This article derives from a larger qualitative study exploring the experiences of international doctoral students in the U.S. academic and cultural settings.

Federal Indian Law

2014 ◽  
Author(s):  
N. Bruce Duthu
Keyword(s):  
United States ◽  
The United States ◽  
The Body ◽  
Executive Orders ◽  
Federal Indian Law ◽  
Dominant Society ◽  
Indian Tribes ◽  
Formal Relations ◽  
Indian Law ◽  
The U.S

United States law recognizes American Indian tribes as distinct political bodies with powers of self-government. Their status as sovereign entities predates the formation of the United States and they are enumerated in the U.S. Constitution as among the subjects (along with foreign nations and the several states) with whom Congress may engage in formal relations. And yet, despite this long-standing recognition, federal Indian law remains curiously ambivalent, even conflicted, about the legal and political status of Indian tribes within the U.S. constitutional structure. On the one hand, tribes are recognized as sovereign bodies with powers of self-government within their lands. On the other, long-standing precedents of the Supreme Court maintain that Congress possesses plenary power over Indian tribes, with authority to modify or even eliminate their powers of self-government. These two propositions are in tension with one another and are at the root of the challenges faced by political leaders and academics alike in trying to understand and accommodate the tribal rights to self-government. The body of laws that make up the field of federal Indian law include select provisions of the U.S. Constitution (notably the so-called Indian Commerce Clause), treaties between the United States and various Indian tribes, congressional statutes, executive orders, regulations, and a complex and rich body of court decisions dating back to the nation’s formative years. The noted legal scholar Felix Cohen brought much-needed coherence and order to this legal landscape in the 1940s when he led a team of scholars within the Office of the Solicitor in the Department of the Interior to produce a handbook on federal Indian law. The revised edition of Cohen’s Handbook of Federal Indian Law is still regarded as the seminal treatise in the field. Critically, however, this rich body of law only hints at the real story in federal Indian law. The laws themselves serve as historical and moral markers in the ongoing clash between indigenous and nonindigenous societies and cultures still seeking to establish systems of peaceful coexistence in shared territories. It is a story about the limits of legal pluralism and the willingness of a dominant society and nation to acknowledge and honor its promises to the first inhabitants and first sovereigns.

Deploying Carbon Capture and Storage in Europe and the United States: A Comparative Analysis

2007 ◽  
Vol 4 (5) ◽  
pp. 343-352 ◽  
Author(s):  
Andrew J. Gibbons ◽  
Elizabeth JI. Wilson
Keyword(s):  
United States ◽  
Climate Policy ◽  
Carbon Capture ◽  
Carbon Capture And Storage ◽  
The United States ◽  
The European Union ◽  
Political Climate ◽  
Term Care ◽  
And Storage ◽  
The U.S

AbstractCarbon capture and storage could play an important role as a near-term bridging technology, enabling deep reductions from greenhouse gas emissions while still allowing use of inexpensive fossil fuels. However, filling this technological promise requires resolution of key regulatory and legal uncertainties surrounding both human and ecological health, integration within a larger climate policy, and clear assignment of responsibility and liability for long-term care. Deployment of CCS projects in the European Union (E.U.) and the United States (U.S.) may be technologically similar, but will be contextually different. In this paper, we explore the existing energy, policy, regulatory and legal climates that will necessitate different approaches for deployment. The high U.S. dependence on coal makes CCS very important if the U.S. is to achieve deep emissions reductions, while in the E.U. an established climate policy, the importance of off shore projects, and a supportive political climate are favorable to CCS deployment. Additionally, in Europe, regulators must clarify the classification of CO2 within E.U. and international regulations governing on and offshore projects, whereas in the U.S. subsurface property rights, abandoned wells, and state-level jurisdictional difference will play important roles.

scholarly journals Where We Are Now –The Presence and Importance of International Students to Universities in the United States

2014 ◽  
Vol 4 (3) ◽  
pp. 223-235 ◽  
Author(s):  
Niall Hegarty
Keyword(s):  
United States ◽  
International Students ◽  
International Education ◽  
International Student ◽  
The United States ◽  
International Competition ◽  
The Face ◽  
Major Industry ◽  
The U.S ◽  
Job Prospects

This paper highlights the importance of international students to the United States by discussing their impact and necessity to U.S. universities. International student enrollment is a major industry of importance to the U.S. economy and despite arduous visa processes and diminished job prospects their enrollment numbers continue to grow. The Institute of International Education (2012) reports that a lack of funding to public universities has increased their reliance on the revenue provided by international students while private universities also seek to bolster their position in the face of increased international competition. The importance of international students in under-enrolled majors, their necessity as a vital revenue stream for universities and the challenges faced by both student and host university are also discussed. The author provides recommendations for improving the educational experience of international students through improved relationships with university constituents in order to maintain the attractiveness and competitiveness of the U.S.

scholarly journals Re-envisioning Doctoral Mentorship in the United States: A Power-Conscious Review of the Literature

10.28945/4735 ◽  
2021 ◽  
Vol 16 ◽  
pp. 237-252
Author(s):  
Genia M. Bettencourt ◽  
Rachel E. Friedensen ◽  
Megan L Bartlett
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Doctoral Education ◽  
The United States ◽  
Future Research ◽  
Power Dynamics ◽  
Research Findings ◽  
Direct Applicability ◽  
Important Form ◽  
The U.S

Aim/Purpose: Multiple barriers exist within doctoral education in the United States that can undermine the success of students, particularly for students with marginalized identities. While mentorship can provide an important form of support, it must be done in an intentional way that is mindful of issues of equity and power. Background: By applying a power-conscious framework to current practices of doctoral mentorship in the U.S., we propose key considerations to help support doctoral students and shift power imbalances. Methodology: As a scholarly paper, this work draws upon a comprehensive review of existing research on doctoral mentorship in the U.S. Contribution: As a relatively recent development, the power-conscious framework provides an important tool to address issues of inequity that has not yet been applied to doctoral mentorship to our knowledge. Such a framework provides clear implications for mentorship relationships, institutional policies, and future research. Findings: The power-conscious framework has direct applicability to and possibility for reshaping doctoral mentorship in the U.S. as well as elsewhere. Each of the six foci of the framework can be integrated with research on doctoral students to help formal and informal mentors enhance their practice. Recommendations for Practitioners: Throughout our analysis, we pose questions for mentors to consider in order to reflect upon their practice and engage in further exploration. Recommendation for Researchers: Research on doctoral mentorship should explicitly engage with broader dynamics of power, particularly as related to understanding the experiences of marginalized student populations. Impact on Society: The demanding nature of and precarity within U.S. doctoral education leads to high rates of departure and burnout amongst students. By re-envisioning mentorship, we hope to begin a broader re-imagining of doctoral education to be more equitable and supportive of students. Future Research: To examine these claims, future research should explore doctoral student mentorship relationships and how power dynamics are contained therein both within the U.S. and in international contexts.

scholarly journals Where to Retire? Experiences of Older African Immigrants in the United States

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 455-455
Author(s):  
Manka Nkimbeng ◽  
Alvine Akumbom ◽  
Marianne Granbom ◽  
Sarah Szanton ◽  
Tetyana Shippee ◽  
...  
Keyword(s):  
United States ◽  
Older Adults ◽  
African Immigrants ◽  
The United States ◽  
Political Climate ◽  
Structured Interviews ◽  
Family Responsibilities ◽  
Sociocultural Environment ◽  
Decision Making Factors ◽  
The U.S

Abstract The needs and conceptualization of age-friendliness likely vary for immigrant older adults compared to native-born older adults. For example, Hispanic immigrant older adults often return to their home country following the development of ill health. Doubling in size since the 1970’s, the aging needs of African immigrants are not fully understood. This qualitative study examined experiences of aging and retirement planning for African immigrant older adults in the United States (U.S.). Specifically, it explored the factors, processes, and ultimate decision of where these older adults planned to retire. We analyzed semi-structured interviews with 15 older African immigrants in the Baltimore-Washington Metropolitan area. Data were analyzed using thematic analyses in NVivo. The majority of participants were women, with a mean age of 64. We identified three overarching themes with ten sub-themes. The themes included: 1) cultural identity: indicating participant’s comfort with the U.S. society and culture; 2) decision making: factors that impact participants' choice of retirement location, and 3) decision made: the final choice of where participants would like to retire. Age-friendliness for immigrant older adults in the U.S. is complex and it includes the traditional domains such as physical and sociocultural environment (e.g. housing, transportation, and income). However, immigrant age-friendliness also needs to include wider contextual aspects such as political climate in their country of origin, immigrant status, family responsibilities, and acculturation in the U.S. More research is needed understand and facilitate age-friendly environments for transnational immigrant older adults.

Juan O'Gorman, Daniel COSío Villegas, and the Mexican Historical Profession: An Interview with Josefina Zomida Vázquez

2010 ◽  
Vol 67 (02) ◽  
pp. 253-268
Author(s):  
William H. Beezley
Keyword(s):  
United States ◽  
Doctoral Students ◽  
The United States ◽  
Active Member ◽  
Television Programs ◽  
Education Programs ◽  
National Education ◽  
History Of ◽  
The U.S ◽  
Historical Profession

Professor Josefina Zoraida Vázquez has made an indelible imprint on the discipline of the history of Mexico. Her publications have provided an analysis of the Mexican experience through such diverse themes as the U.S. invasion (1846-1848), the evolution of national education programs, and the struggles to establish federalism and republicanism in the first decades of independence. She has written official textbooks used by all Mexican school children, appeared on numerous television programs, taught dozens of doctoral students, and assisted many scholars in both Mexico and the United States. She has been an active member of the historical profession; she organized the Congress of Mexican Historians from Mexico, the United States, and Canada in Patzcuaro in 1977 and served as the President of the same organization in Monterrey in 2003.

scholarly journals The Unified Combatant Command System: Centerpiece of the 1986 U.S. Armed Forces Reforms

2022 ◽  
Vol 2022 ◽  
Author(s):  
Ufot B. Inamete
Keyword(s):  
United States ◽  
Department Of Defense ◽  
Research Question ◽  
Armed Forces ◽  
The United States ◽  
Subsequent Research ◽  
Solid Foundation ◽  
The U.S ◽  
Made In

This article highlights the pivotal nature of the Goldwater-Nichols Department of Defense Reorganization Act of 1986 regarding reforms made in the armed forces of the United States. The unified combatant command system is often seen as the centerpiece of these reforms. The goal of this study is to examine whether the unified combatant command system, which consists of 11 Joint combatant commands within the U.S. Department of Defense, indeed constitutes the centerpiece of these reforms. To fully answer this research question, the study presented here first examines the modern reforms of the U.S. armed forces to provide a solid foundation for subsequent research. It will be concluded that Goldwater-Nichols was the reform most directly relevant to this study. The majority of the article is then devoted to an examination of the 11 combatant commands, identifying how each contributes to the achievement of the goals laid out by Goldwater-Nichols. The author concludes that these 11 unified combatant commands constitute the centerpiece of, and provide the most essential toolset for, the achievement of Goldwater-Nichols.

U.S. Underperformance in an International Context

2019 ◽  
Vol 121 (10) ◽  
pp. 1-46
Author(s):  
Kristie J. Rowley ◽  
Florencia Silveira ◽  
Mikaela Dufur ◽  
Jonathan A. Jarvis
Keyword(s):  
United States ◽  
Academic Success ◽  
Research Question ◽  
The United States ◽  
High Income ◽  
Conventional Wisdom ◽  
International Student Assessment ◽  
Poor Students ◽  
The World ◽  
The U.S

Background/Context Scholars have attributed the underperformance of U.S. students relative to students in other high-income countries to unequal access to high-quality educational environments. Poor students are presumed to do disproportionately worse on international achievement tests and, consequently, to pull down the U.S. average. Conversely, high-socio-economic-status (SES) students in the United States, who are among the wealthiest in the world, are presumed to outperform other rich students. Purpose/Objective/Research Question Despite these common assumptions regarding the performance of different SES groups in the United States, little research has empirically examined the extent to which these assumptions are correct. As such, we seek to benchmark low-, middle-, and high-SES students in the United States relative to comparable groups in other countries in order to contextualize U.S. performance. Data Analysis We analyze 2012 Programme for International Student Assessment (PISA) mathematics achievement for 42 high-income countries. We average scores for low-, middle-, and high-SES groups within each country, using PISA's index of economic, social, and cultural status (ESCS) index to generate categories. We then generate grand means for all countries in our sample to have an overall benchmark for each group. To calculate overall country scores and SES group scores, we use PISA-specific plausible values techniques. We use 12 points to identify meaningful achievement differences. Findings/Results Contrary to conventional wisdom regarding the performance of students in the United States on PISA, poor students do not disproportionately pull down U.S. scores; relative to poor students around the world, poor students in the U.S. are average, despite being among the most socioeconomically disadvantaged. Moreover, and contrary to conventional wisdom, the richest students in the United States do not exhibit stellar performance and are average compared with other rich students globally, despite being among the richest in the world. Middle-SES students in the United States, however, perform 17 points below the average for all middle-SES students in the 42 countries we examined, suggesting that they are nearly half a school year behind middle-SES students around the world. Conclusions/Recommendations Although common explanations for U.S. PISA achievement may seem logical, they are not always correct. Such incorrect assumptions overlook significant educational concerns that could be shaping educational policies. Considering our findings, the United States needs to address the within-country SES-based achievement gap, but it also needs to address the gap between the United States and other countries. While policy makers should continue to focus on economically disadvantaged students, there are systemic concerns with the U.S. education system that prevent the academic success of students across the class spectrum.

Juan O'Gorman, Daniel Cosío Villegas, and the Mexican Historical Profession: An Interview with Josefina Zoraida Vázquez

2010 ◽  
Vol 67 (2) ◽  
pp. 253-268
Author(s):  
William H. Beezley
Keyword(s):  
United States ◽  
Doctoral Students ◽  
The United States ◽  
Active Member ◽  
Television Programs ◽  
Education Programs ◽  
National Education ◽  
History Of ◽  
The U.S ◽  
Historical Profession

Professor Josefina Zoraida Vázquez has made an indelible imprint on the discipline of the history of Mexico. Her publications have provided an analysis of the Mexican experience through such diverse themes as the U.S. invasion (1846-1848), the evolution of national education programs, and the struggles to establish federalism and republicanism in the first decades of independence. She has written official textbooks used by all Mexican school children, appeared on numerous television programs, taught dozens of doctoral students, and assisted many scholars in both Mexico and the United States. She has been an active member of the historical profession; she organized the Congress of Mexican Historians from Mexico, the United States, and Canada in Patzcuaro in 1977 and served as the President of the same organization in Monterrey in 2003.

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