Leveling the Politicized Experiences of Children from Mixed Status Families: Connections to Civic Education in Elementary Schools

Author(s):  
Sarah Gallo ◽  
Holly Link ◽  
Jessica Somerville
2017 ◽  
Vol 5 (2) ◽  
pp. 417-430 ◽  
Author(s):  
Zoya Gubernskaya ◽  
Joanna Dreby

As the Trump administration contemplates immigration reform, it is important to better understand what works and what does not in the current system. This paper reviews and critically evaluates the principle of family unity, a hallmark of US immigration policy over the past 50 years and the most important mechanism for immigration to the United States. Since 1965, the United States has been admitting a relatively high proportion of family-based migrants and allowing for the immigration of a broader range of family members. However, restrictive annual quotas have resulted in a long line of prospective immigrants waiting outside of the United States or within the United States, but without status. Further policy changes have led to an increasing number of undocumented migrants and mixed-status families in the United States. Several policies and practices contribute to prolonged periods of family separation by restricting travel and effectively locking in a large number of people either inside or outside of the United States. On top of that, increasingly aggressive enforcement practices undermine family unity of a large number of undocumented and mixed-status families. Deportations — and even a fear of deportation —cause severe psychological distress and often leave US-born children of undocumented parents without economic and social support. A recent comprehensive report concluded that immigration has overall positive impact on the US economy, suggesting that a predominantly family-based migration system carries net economic benefits. Immigrants rely on family networks for employment, housing, transportation, informal financial services, schooling, childcare, and old age care. In the US context where there is nearly no federal support for immigrants' integration and limited welfare policies, family unity is critical for promoting immigrant integration, social and economic well-being, and intergenerational mobility. Given the benefits of family unity in the US immigrant context and the significant negative consequences of family separation, the United States would do well to make a number of changes to current policy and practice that reaffirm its commitment to family unity. Reducing wait times for family reunification with spouses and children of lawful permanent residents, allowing prospective family-based migrants to visit their relatives in the United States while their applications are being processed, and providing relief from deportation and a path to legalization to parents and spouses of US citizens should be prioritized. The cost to implement these measures would likely be minor compared to current and projected spending on immigration enforcement and it would be more than offset by the improved health and well-being of American families.


2020 ◽  
Vol 5 (2) ◽  
pp. 360
Author(s):  
Muhamad Parhan ◽  
Sukaenah Sukaenah

This study aimed to offer an alternative reconstruction of the fifth-grade Pancasila and Civic Education learning process at SDN Cugenang. This was done on the basis of thefinding that the learning that has been held so far tends to be theoretical-abstract and difficult for students to understand. The method used was a classroom action research method with four stages of activity, namely: planning, action, observation, and reflection, which are carried out in three cycles. In general, it could be concluded that Pancasila and Civic Education learning held in elementary schools with a contextual approach could make the learning process and outcomes better and more improved.


Author(s):  
Kendra Larrisha Blakely ◽  
Chiquita Long Holmes ◽  
Eugenie Joan Looby ◽  
Kevin Merideth ◽  
Alexis M. Jackson ◽  
...  

This chapter focuses on children in mixed-status families. The authors provide demographic data and the definition of a mixed-status family, then outline the challenges experienced by these families. The authors delineate developmental, educational, and psychological risk factors for these children. Intervention and advocacy initiatives in which school counselors can engage are examined. Authors provide practical solutions, suggestions for future research, a glossary of terms, and further readings. Finally, each topic discussed includes application strategies for school counselors.


2020 ◽  
pp. 0192513X2096797
Author(s):  
Elizabeth Aranda ◽  
Elizabeth Vaquera ◽  
Heide Castañeda

The 2012 Deferred Action for Childhood Arrivals (DACA) program enabled undocumented immigrant young adults to more freely participate in U.S. society. Guided by family systems theory, which emphasizes that individual actors are interdependent with others within family units, we analyze the experiences of young adult DACA recipients while members of their families remain deportable. We draw from 44 in-depth interviews with DACA recipients who are part of mixed-status families to answer three questions: How were the benefits of DACA distributed within mixed-status family units and discrepancies interpreted by recipients? How did obtaining DACA change recipients’ roles and responsibilities within their families? And to what extent did obtaining DACA shape young adults’ envisioned futures? We discuss potential results of the program, including changes in familial relationships, conflicting roles, and challenges in recipients’ efforts at individuation from their families.


2019 ◽  
Vol 41 (2) ◽  
pp. 127-144 ◽  
Author(s):  
Jennifer Green

Stress associated with the threat of deportation is not a new facet of daily life for undocumented immigrants in the United States. An upsurge in antiimmigrant rhetoric and policy has contributed to ever-present anxiety and fear regarding apprehension, detention, and deportation. In this qualitative study of mixed-status immigrant families, the stories (testimonios) of parents and young adult recipients of the Deferred Action for Childhood Arrivals (DACA) are explored. Their testimonios reveal conflicted feelings about life in America and the relentless strain of living with fear and uncertainty. A portrait emerges of life in small-town America during these troublesome times of mass deportations and family separation. The testimonios, explored through a LatCrit lens, reveal the human side of immigration policy and compel us to contemplate the lived reality of immigrant families with American dreams.


ملخص: هدفت الدراسة إلى تحليل محتوى كتب التربية المدنية للصف الرابع والخامس والسادس بالمرحلة الاساسية العليا في فلسطين، للتعرف على ما تحتويه هذه الكتب من مفاهيم المواطنة.ولتحقيق أهداف الدراسة تم إعداد قائمة تألفت من(37) بندا تمثل مفاهيم المواطنة الصالحة، وقد تم تحليل تلك المفاهيم في ضوء تلك القائمة، وجرى التحقق من معامل الثبات وبلغت قيمة معامل الثبات (0.84)، وأسفرت النتائج عن وجود: – كثير من مفاهيم المواطنة الصالحة تكرر ورودها في مقررات، وأهداف التربية المدنية لصفوف (الرابع، الخامس، السادس) الأساسية في فلسطين، وهذه المفاهيم تتباين في درجة تكرارها في كل صف– كتب التربية المدنية تركز على المعارف النظرية الجاهزة كمصدر للمعلومات– غياب بعض المفاهيم، ومفاهيم المواطنة الصالحة، وبشكل ملحوظ من المحتوى.– عدم شمول تدريس المفاهيم في جميع كتب الصفوف الثلاث، وتوزيع المفاهيم الواحدة بين الكتب. الكلمات المفتاحية: المواطنة الصالحة، مقررات التربية المدنية، صفوف المرحلة الأساسية العليا الفلسطينية Abstract The study aimed at analyzing the content of Civic education books of fourth, fifth, and sixth grades in middle stage in Palestine to acknowledge the contents of the books on good citizenship. The researcher prepared a list of(37) items, which represent the concepts of good citizenship, in order to accomplish the objectives of the study. These concepts were analyzed in view of the list. The Reliability coefficient was verified, it was estimated 0.84. it resulted the presence of: -Many good citizenship concepts were mentioned repeatedly in the curricula and objectives of the civic education to fourth, fifth, and sixth grades in alestine. These concepts vary in the degree of redundancy in each grade. – Civic ducation books focus on ready theoretical knowledge as a source of information. – The absence of some concepts and good citizenship concepts noticeably from the content. – Teaching the concepts in the books of the threegrades and the distribution of the concepts do not include. keywords: Good citizenship, civic education curricula, grades of the Palestinian elementary Schools.


Author(s):  
Uswatun Khasanah

<p><em>The purpose of this study was to improve the learning outcomes of students in the PPKn muple in grade II elementary schools with the Think Pair Share (TPS) learning model. The research carried out was to use the Classroom Action Research (CAR) in two cycles, with each cycle consisting of one meeting. The stages of each cycle are planning, implementing, observing and reflecting. Each meeting was conducted a knowledge test by reinforcing formative tests and summative tests to determine the development of students. In the first cycle students who completed after carrying out summative tests were 68%. In the second cycle the students were complete after carrying out summative tests of 84%. These results indicate that the Pairing learning model (pairing pictures) can improve student learning outcomes, especially the Class II PPKn muple at SD N LUWUNGGEDE 03.</em></p>


2021 ◽  
Vol 10 (1) ◽  
pp. 17
Author(s):  
Doha I. AL- Tarawneh ◽  
Jehan Hashim AL-Safasfeh ◽  
Ekhlas M. Al.Edi

The study aimed at revealing the extent of achieving the goals of civic education in the light of the concept of globalizationin the curriculum of the civic and national education of high elementary schools from Aqaba teacher’s perspective.  The study population consists of all the teachers of the social studies in elementary schools at Aqaba Governorate for the year (2019-2020). It consists of 49 teachers distributed in 17 schools. The study tried to answer the following questions: To what degree the goals of civic education in the light of the concept of globalization in the curriculum of the civic and national education from Aqaba teacher’s perspective can be achieved? Are there any statistical difference in the teacher’s evaluations to achieve thecurriculum of the civic and national education based on gender and level of education? The study tools were a test and a questioner that measures the teachers’ view of the extent of achieving the goals of civic education in the light of the concept of globalization. Therefore it was divided into two parts one pertaining the citizenship values and the other one pertaining the goals of globalization. The researcher got the arithmetic averages and the standard deviations for each paragraph and for each field of the study. The stability coefficients of the study were measured individually in addition to the questioner coefficient of stability as a whole which was (0.78). The globalization stability coefficient was (0.78) and the civic education was (0.896) all of which are high and accepted stability coefficients. The arithmetic averages and the standard deviations were measured for the two parts of the study. It was noticed that the civic education got the lowest arithmetic average (3.01) and a standard deviation (0.91). As for the second part namely the globalization that got the highest arithmetic average (3.29) and a standard deviation (1.16). The researcher believes that the awareness of civic education and the goals of globalization are very important and should be included in the curriculum. Both come in accordance with the study conclusion.


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