Politics of Immigration
POLI 3040-01
11:00-11:50
Norman Mayer 106
Spring 2015
Professor: M. Casey Kane Love
Telephone: 862-8315
Email: mkane1@tulane.edu
Office Hours: Tuesday, 12:00-3:00
Office/Mailbox: Norman Mayer 307
Course Description
Immigration is one of the major “hot button” issues of our time that elicits impassioned arguments from
both its opponents and supporters. This topic has become all the more poignant in the last year due to a large
influx of unaccompanied minors crossing the U.S. border primarily from Central America and Obama’s recent
executive order that provides protection from deportation for millions of unauthorized immigrants. With a
focus primarily on immigration from Latin America, this course will explore the major push and pull factors
fueling immigration into the United States, the impacts of immigration on sending and receiving countries, the
economic, cultural, and political roles of immigrants in American society, and the outcomes of various policy
responses.
This course will utilize a variety of learning methods to accomplish these objectives, including lectures,
discussion of scholarly works and narrative accounts of immigrant experiences, documentary films, interviews
with immigrants themselves, and service-learning. This course will employ an interdisciplinary approach when
appropriate, relying on the works of sociologists, anthropologists, economists, journalists, policy-wonks, and, of
course, political scientists.
Course Objectives
As a result of their successful completion of this course, students should understand the following:
 The demographic composition of the foreign-born population in the U.S.
 The history and racial underpinnings of U.S. immigration legislation
 The primary push and pull factors promoting immigration and the major theories of international
migration
 The intended and unintended outcomes of concentrated border enforcement including the growth of a
large and now relatively permanent group of unauthorized immigrants
 The economic effects of immigration on sending and receiving countries
 The challenges facing local Latino immigrants who arrived in the wake of Hurricane Katrina
 Debates surrounding cultural assimilation
 The influence of immigrant populations in American protest and electoral politics
 The effects of recent anti-immigrant policy measures including detention, deportation, and state-level
initiatives
 Prospects for and potential content of comprehensive immigration reform.
Learning Outcomes and Methods of Assessment:
LEARNING OUTCOME
Students should have an understanding of theories of
international migration and the outcomes of U.S.
immigration policy
Students should develop an understanding of
citizenship in the local, national, and global
community.
Students should demonstrate research skills and
utilize the proper methodologies necessary to write a
research paper in the discipline of political science.
METHOD OF ASSESSMENT
Exams
Participation in service learning, reflection
assignments
Research papers
Required Course Texts
Aviva Chomsky. How Immigration Became Illegal. Beacon Press, 2014.
Cornelius, Fitzgerald, and Borger. Four Generations of Norteños: New Research from the Cradle of Mexican
Migration. Center for Comparative Immigration Studies, UCSD, 2009.
Sonia Nazario. Enrique’s Journey: The Story of Boy’s Dangerous Odyssey to Reunite with his
Mother. Random House, 2007.
**Students should consider purchasing hard copies of these texts rather than electronic versions since
computers and tablets are not allowed in the classroom (see classroom technology policy below).
In addition to these texts, students are responsible for numerous articles that have been placed on blackboard
under “Course Documents.”
Course Requirements
Participation and Attendance (10%)
Attendance is required everyday unless there is an extenuating circumstance (e.g. contagious illness,
family emergency). I take attendance everyday. Excessive absences will be reported to your dean and will be
severely detrimental to your grade. Arriving late is extremely distracting both to your professor and classmates.
Excessive tardiness also will adversely affect your participation grade.
There is a substantial amount of reading for this course, and students are required to read all of the
assigned readings. You should come to class prepared to discuss the primary findings of each reading.
Material from the readings will be covered on exams, so it behooves you to keep up with assigned readings. In
addition, a significant portion of your grade will be based on your demonstrated familiarity with the readings
during class discussions. If you come to class every day but never participate in discussions, you can expect to
receive a “C” as your participation grade. You should feel free to express your opinions and make comments
during class discussions, but students who score highly in this realm are able to reference information
presented in the readings in their comments.
Discussion Questions (7.5%)
Approximately one-third of the course will be devoted to class discussion of the readings. In order to
ensure that students give adequate thought to the readings and to stimulate class discussion, you will be
required to post at least one discussion question on to the blackboard website for 8 of the 13 sets of readings.
To receive full credit, questions should: a.) include a summation or quotation that recaps at least one argument
from at least one of the assigned readings, b.) demonstrate thoughtful consideration of the arguments presented
in the readings, and c.) be posted by 9:00am the day when the readings will be discussed. Last postings will not
be given credit. Since you are allowed to miss several postings, make-up opportunities will not be given, even in
case of illness or travel.
Reflection Papers/Presentations (7.5%)
Non-Service Learners
Students will write a 4 page critical analysis of the novel Enrique’s Journey. After briefly summarizing the
book’s plot (approx 1-2 pages at most), you should reflect on how the story relates to concepts and theories
discussed in the course and to the larger parameters of the immigration debate. Papers are due Friday,
February 20.
Service Learners
Service learners have three reflection exercises: two written and one oral in class presentation.
1.) Midterm Reflection: (about 1 page): Describe one interaction or experience that reinforced a theory,
debate, or other concept discussed in the course. You should also indicate at the top of the page the
number of service hours you have completed. Reflections are due Friday, Feb. 27.
2.) Oral Presentation: All service learners will reflect orally on their experiences in an in-class
presentation on Friday, March 20. The parameters for this assignment will be discussed in greater
detail in class.
3.) Final Reflection Exercise: Answer the following four questions. Each one of your answers should be
about ½ page, for a total of 2-3 pages. In addition, you are required to complete the service-learning
survey, to be distributed in class. Final papers and surveys are due Monday, April 27.
a. How did your service learning experiences challenged or reinforce material presented in the
course?
b. How did your service learning experience affect your pre-existing opinions on the immigration
debate?
c. Did you feel your work will have an impact on the immigrant community, or to put it another
way, did you provide a valuable service?
d. What were the main challenges you faced over the course of your service project?
Policy Paper (25%)
In this policy paper (approximately 8 pages in length), students should recommend changes to a specific
federal, state, or local immigration policy. This assignment will be discussed in much greater detail in class. You
will be required to present your primary findings to the class. Final papers are due Friday, April 17.
In addition, you are required to submit a proposal for this project n Friday, March 13, which should
include half-page description of your topic and a list of five potential bibliographic sources. Sources included in
the proposal should not include assigned class readings, although class-assigned sources may be used in the
final paper. The proposal is worth 10% of your final paper grade.
Midterm Exam (25%) and Final Exam (25%)
The format of these exams will be discussed in class. Material on the exams will be drawn both from
readings and lectures. Makeup exams will not be given. Make your travel plans accordingly.
Service Learning (POLI 3890-11)
This course includes an optional service-learning component in conjunction with Catholic Charities’
English as a Second Language (ESL) Program. Students will work one-on-one tutors with ESL students or
teaching assistants in an ESL classroom. Service learning will provide a venue for understanding the impacts
and consequences of general U.S. immigration policy on those most directly affected—immigrants themselves.
Students will have the opportunity to interact directly with migrants, which will enhance their understanding of
the major themes presented in the course.
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Mandatory Orientation: All volunteers must attend one of the two mandatory orientation sessions:
Thursday, Jan. 22, 12:00-2:00 at Loyola (location TBD) or Saturday, January 24, 12:00-2:00 at Tulane
(LBC 203, Stibbs)
Service Schedule: ESL classes are held Monday, Tuesday and Wednesday evenings from 6:00-8:30 on
the 4th floor of Newcomb Hall. Students are expected to volunteer one consistent night each week (i.e.
every Monday). Treat this experience as a job: if you are no call, no show, you will be “fired” from
service learning and you will fail the service learning component. On a case-by-case basis, it may be
possible to switch nights with another volunteer in case of an emergency or schedule conflict. However,
appropriate notice must be given to Amy.
Timesheets: A master binder of time sheets will be kept on the 4th floor of Newcomb for you to record
your hours. Please record your time in 15 minute increments (e.g. 6:00-8:15, etc.) Final hours will be
tallied and sent to CPS for verification. Students who do not complete at least 20 hours of work on this
project will not receive credit for the service-learning component.
Supervisor Contact: Amy Dudgeon (adudgeon@ccano.org)
Policy on Technology in the Classroom
1.) This classroom is a tech-free zone. Laptops are not permitted unless you have received an official
accommodation from ODS. (If you want to refer to assigned readings during class discussions, bring
hard copies of articles to class or notes that you’ve taken on assigned readings.)
2.) Students should not use cell phones for any purpose while in class. Students seen texting in class will
receive a 5 point deduction from their participation grade every time they are observed texting.
Additional Course Policies
1.) Immigration is a highly charged issue. My goal is to create an atmosphere characterized by mutual
respect in which students feel comfortable speaking their views, even if other members of the classroom
community fundamentally reject those views. Your grade will not be adversely affected by opinions
expressed verbally or in written assignments, even if I disagree with them.
2.) Hard copies of papers are required. I will not grade papers emailed to me. Late papers will be accepted,
but will be penalized by one letter grade per class period late.
3.) For all written assignments, you will be graded not only on the quality of your argument, but also on
how well your paper is written. If you feel that you are not a strong writer, please make an appointment
to meet with a writing tutor at Tulane’s Academic Success Center (success@tulane.edu). I am also
available to look over rough drafts of papers during my office hours for advice on content-related issues.
I will not review drafts of papers that are emailed. You must see me in person with paper in hand
during office hours.
4.) Grades are non-negotiable. They will be changed only in the event of an arithmetical error. I am always
available to discuss your performance and answer questions, but I will not haggle over an assigned
grade.
5.) Please familiarize yourself with the Tulane Honor Code (http://college.tulane.edu/honorcode.htm).
Violations of the honor code include: cheating on exams, plagiarism (i.e. “the unauthorized use or close
imitation of the language and thoughts of another author and the representation of them as one's own
original work”), unauthorized collaboration, and multiple submissions (submitting the same paper for
more than one course). I take the Honor Code seriously and I expect you to do the same. Violations of
the honor code will be reported to the dean.
6.) Tulane is committed to providing reasonable accommodations for all persons with disabilities. Students
who need accommodations must be registered with the Office of Disability Services and follow their
procedures for obtaining assistance. See: http://tulane.edu/studentaffairs/disability/index.cfm
7.) This course has its own facebook page called Politics of Immigration, Tulane University.
(https://www.facebook.com/pages/Politics-of-Immigration-Tulane-University/572810216134934)
Students are highly encouraged to “like” the page, read its content, and contribute to its content. You
should email relevant articles etc. to Prof. Love.
Grade Scale
Numeric
Letter
Qualitative interpretation
Value*
Grade
98-100
A+
Mind-blowingly good**
93-97
A
Exceptionally good
90-92
AReally, really good
87-89
B+
Very good
83-86
B
Good
80-82
BOk
77-79
C+
Passable
73-86
C
Subpar
70-72
C67-69
D+
Really bad. We need to talk.
63-67
D
60-62
D0-59
F
Obvious
* Scores calculated to include .5 will be rounded up. For example, an 89.5 will be rounded up to an A-.
** I rarely, if ever, assign a grade of A+. Students who complete the discussion question assignment in full will
receive an A, not an A+. Students are never assigned a grade of A+ on participation.
Course Calendar
Date
Mon. Jan. 12
Wed. Jan. 14
Fri. Jan. 16
Mon. Jan. 19
Wed. Jan. 21
Fri. Jan. 23
Mon. Jan. 26
Wed. Jan. 28
Fri. Jan. 30
Mon. Feb. 2
Wed. Feb. 4
Fri. Feb. 6
Mon. Feb. 9
Wed. Feb. 11
Fri. Feb. 13
Mon. Feb. 15
Wed. Feb. 18
Fri. Feb. 20
Mon. Feb. 23
Wed. Feb. 25
Fri. Feb. 27
Mon. Mar. 2
Topic
Course Introduction
Readings/Assignments
Overview of the Immigration Debate
Immigrants: Who are they?
 Koser, “Why Migration Matters” (blackboard)
DISCUSSION
 DHS, Office of Immigration Statistics, “Estimates
of the Unauthorized Immigrant Population, Jan.
2013” (blackboard)
 DHS, Office of Immigration Statistics, “U.S. Lawful
Permanent Residents: 2013” (blackboard)
 Flynn and Dalmia, “What Part of Legal
Immigration Don’t You Understand” (blackboard)
Open Doors, Closed Doors, Revolving Doors: History of Immigration to the U.S.
MLK Holiday
 Chomsky, Ch. 2 (pgs. 40-63 only)
History of US immigration policy
 Kennedy, “Can We Still Afford to be a Nation of
History of Mexican Migration
Immigrants” (blackboard)
DISCUSSION
 Schrag, Introduction (blackboard)
Why do They Come? Push and Pull Factors
Refugees and Asylees
 Cornelius, Fitzgerald, and Borger Ch. 1
Theories of International Migration
 Roberts, Alden, Whitley, “Why Do Migrants Come
Theories of International Migration
to the United States Illegally?” (blackboard)
Theories of International Migration:
 Kaye, “We Rely Heavily on Migrant Labor”
Film: The Other Side of Immigration
(blackboard)
DISCUSSION
 Wong, “The Politics of Asylum” (blackboard)
Consequences of U.S. Border Policy
Border Enforcement
 Chomsky, Ch. 3
DISCUSSION
 Cornelius, Fitzgerald, and Borger, Chs. 2, 3
 Roberts, Alden, Whitley, “What Prevents Migrants
from Coming to the US Illegally” (blackboard)
Unauthorized Immigration
 Vargas, “My Life as an Undocumented Immigrant”
Film: Documented
(blackboard)
MARDI GRAS BREAK
 Chavez, “The Latino Threat Narrative”
Unauthorized Immigration:
(blackboard)
DISCUSSION
 Chomsky, pgs. 1-20 and Ch. 4
Unaccompanied Minors DISCUSSION
 Enrique’s Journey (entire)
 Reading reflections for non-service learners due
Midterm
Economics of Immigration: Effects on Sending and Receiving Countries
Impact on U.S. Economy and Labor
***Service Learning Midterm Reflections due Fri.
Market
Feb 27.
Impact on U.S. Economy and Labor
 Chomsky, Chapters 5 and 6
Market
 Anderson, “The Debate Over Immigration’s
Impact on U.S. Workers and the Economy”
DISCUSSION
(blackboard)
 Council of Economic Advisers, “Immigration’s
Economic Impact” (blackboard)
Wed. Mar. 4
Fri. Mar. 6
Mon. Mar. 9
Wed. Mar. 11
Fri. Mar. 13
Mon. Mar. 16
Wed. Mar. 18
Fri. Mar. 20
Mon. Mar. 23
Wed. Mar. 25
Fri. Mar 27
Mon. Mar. 30
Wed. Apr. 1
Fri. April 3
Mon. April 6
Wed. Apr. 8
Fri. Apr. 10
Mon. Apr. 13
Wed. Apr. 15
Fri. Apr. 17
Mon. Apr. 20
Wed. Apr. 22
Fri. Apr. 24
Mon. Apr. 27
Post-Katrina Immigration Wave:
DISCUSSION
Post-Katrina Immigration Wave:
Griselda’s Story
Impact on sending communities:
Brain Drain and Remittances
DISCUSSION
 Porter, Immigration and American Jobs
(blackboard)
 Fletcher, et al. “Rebuilding After Katrina”
(blackboard)
 Drever, “New Orleans: A Re-emerging Latino
Destination City” (blackboard)
 Cornelius, Fitzgerald, and Borger, Ch. 5
 Ghosh, “Migrants’ Remittances and Development”
(blackboard)
Immigrants in American Society
Immigration and Identity:
 Huntington, “The Hispanic Challenge”
Assimilation and Dissimilation
(blackboard)
***Policy paper proposals due
 Alba and Nee, “Was Assimilation Contingent on
DISCUSSION
Specific Historical Conditions?” (blackboard)
 Cornelius, Fitzgerald, and Borger, Ch. 6
Educational and Linguistic
 Chavez, “Cultural Contradictions…” (blackboard)
Assimilation
 Rumbaut et. al., “Linguistic Life Expectancies”
Oportunidades Presentations
(blackboard)
Political and Civic Participation
 Pew, “Latino Voters Support Obama by 3-1
DISCUSSION
Ratio…” (excerpts) (blackboard)
Immigrant Criminalization and Prospects for Immigration Reform
State Led Initiatives/ Immigrant
 O’Neill, “Immigration Reform is Happening”
Detention and Deportation
(blackboard)
Spring Break
 National Conf of State Legislatures, “Report on
Spring Break
2014 State Immigration Laws” (blackboard)
Spring Break
 Hernandez, “Detained in Obscurity” (blackboard)
Spring Break
 Vicens, “The Obama Administration’s 2 million
Film: Two Americans
Deportations Explained” (blackboard)
DISCUSSION
Prospects for Policy Reform
 Hinojosa-Ojeda, “The Economic Benefits of
DISCUSSION
Comprehensive Immigration Reform” (blackboard)
 Papademetriou, “The Fundamentals of
Immigration Reform” (blackboard)
 Wong, “In Their Own Words: Nationwide Survey
of Undocumented Milenials” (blackboard)
Student Research Presentations
 Policy Papers due April 17
Student Research Presentations
 Final service learning reflection papers/surveys
Student Research Presentations
due Monday, April 27
Student Research Presentations
Student Research Presentations
FINAL EXAM: Wednesday, May 6, 9:00-12:00