BaruchCollege,CUNY
ThePoliticsofImmigrationandIntegrationintheUnitedStates
PoliticalScience3318
Fall2013
M&W11:10am‐12:25pm
VC3‐220
ProfessorElsdeGraauw
DepartmentofPoliticalScience
Office:VC4‐247
E‐mail:Els.deGraauw@baruch.cuny.edu
OfficeHoursbysignup:M&W3‐4pm
http://www.wejoinin.com/sheets/dhtjm
Overview
In this course, we will examine—primarily through academic texts, but also newspaper articles,
video clips, political cartoons, and empirical research—how governmental institutions, political
actors,andsocio‐politicalprocesseshavebothshapedandrespondedtoimmigrationtotheUnited
States from the beginning of the Republic, but with an emphasis on the post‐1965 period. While
recognizing the international and transnational significance of immigration, this course primarily
examines immigration in the context of U.S. domestic politics and public policy. Course topics
includethepoliticsandpoliciesofimmigrantadmissiontoanddeportationfromtheUnitedStates
as well as the nature and consequences of immigration at the national, state, and local levels.
Coursetopicsalsoincludethepoliticsandpoliciesrelatedtothesocietalintegrationandexclusion
ofimmigrantsresidingintheUnitedStates,withafocusonimmigrants’language,labor,citizenship,
andvotingrights.
Thecourseconsistsoftwoparts:
InPart1ofthecourse,wefocusonthepoliticsandpoliciesofimmigration.Afterdiscussingthe
ethicaldebatesrelatedtobordercontrolpolicies,wewillreviewthemostimportantimmigration
laws that have let some people into the United States while keeping others out. We will pay
particular attention to the most important political debates underlying both immigration and
refugee admissions legislation and key political actors involved in creating these laws, including
Congress,thePresident,thecourts,themedia,andanassortmentofcivilsocietyorganizations.We
willalsoreviewpoliciesaffectingrefugeeandasyleeadmissionsandthemostrecentdevelopments
in immigration policy, including current Congressional immigration reform proposals and
PresidentObama’sDeferredActionforChildhoodArrivals(DACA)program.
In Part 2, we focus on the politics and policies of immigrant integration. We first review the
majortheoreticaldebatesonimmigrants’integrationintoU.S.societymorebroadlyandhowrace
and ethnicity as well as undocumented status challenge successful integration. We next review
what public accommodations immigrant and refugees need and what kinds of accommodations
governmenthasprovided.Wewillparticularlyfocusonpoliciesaddressingimmigrants’language,
labor,citizenship,andvotingrights aswellasimmigrants’ accesstogovernment‐fundedservices.
Wewillseparatelydiscussrefugees’resettlementintoU.S.society.
LearningGoals,Grading,andRequirements
This is a demanding, but also rewarding course. I expect you to complete all assigned readings,
participateactivelyinclassdiscussions,anddevoteconsiderabletimeandenergytothiscourse.In
return, I hope that you gain a better understanding of the politics of immigration and immigrant
integrationintheUnitedStates.Uponcompletionofthiscourse,youwillbeableto:

Identifyandanalyzemajorthemesandconsequencesofimmigrationandimmigrantintegration
intheUnitedStates.

DescribeandanalyzetheroleofCongress,thepresident,thecourts,themedia,publicopinion,
andvariouscivilsocietyorganizationsinthedevelopmentofbothimmigrationandimmigrant
integrationpoliciesintheUnitedStates.

ConductempiricalresearchonimmigrationandimmigrantintegrationdynamicsintheUnited
States today using primary and secondary sources as well as quantitative and qualitative
methods.

Learntocommunicateyourideaseffectivelyinwrittenandspokenformat.
Yourgradewillbebasedonthefollowing:

Attendanceandregularparticipationinclassdiscussions

StatisticalprofileonanimmigrantgroupintheUnitedStates

Midtermexam

Policyanalysismemo

Finalexam
Due/ExamDate
W10/9
W10/30
W11/20
M12/23
Percentage
10%
20%
25%
20%
25%+
100%
I expect all of you to do well in this course, but I assign grades as follows. Do not expect an “A”
gradeunlessyoucompleteconsistentlyexcellentwork.
A
B
C
Excellent work. Shows near perfect understanding and excellent analysis of the course
materials,aswellasoriginalityandanalyticalrigorinwriting.
Good, competent work. Shows a strong grasp of the course materials, as well as some
analytical rigor, but there are some errors. Notthe most original or thought‐provoking
work.
Average work. Serious errors or misunderstanding of the course materials and limited
analysisoftheassignedcoursereadings.Hardtodiscernwhatthestudentisarguingor
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D
F
tryingtosay.
Poor work.The student appears to have made little effort and producesbelow average
work.Veryseriouserrorsormisunderstandingofthecoursematerials.Unclearwhatthe
studentisarguingortryingtosay.
Unacceptableornowork.Thestudenteitherdidnotturninworkorwhatwasturnedin
showednoefforttokeepupwiththecoursematerials.
Class attendance and class participation. You are expected to attend every class, complete the
required readings before class, and contribute to class discussions. Everyone should join the
discussions, even those who are naturally shy. The quality of your comments is more important
thanthequantity.Studentswhohavemorethan4unexcusedabsencesmaybedroppedfromthe
course (and assigned a “WU” grade) in accordance with Baruch’s policy on absences (for more
information,see:www.baruch.cuny.edu/bulletin,p.40oftheUndergraduateBulletin).
A 6‐page statistical profile on an immigrant group in the United States. You will write a
statistical profile of one immigrant group in the United States using, among others, data from the
U.S. Census Bureau. Your profile will integrate graphical displays of numerical data (tables or
graphs)withanarrativeexplainingthemostimportantpointsfromthefigures.Thegoalisforyou
to learn to interpret statistical information and to experience first‐hand both the benefits and
drawbacks of using quantitative data to learn about immigration and immigrant integration. In
preparation for this assignment, I will conduct a workshop on finding, reading, and presenting
immigrationstatistics.DUEDATE:W10/9—atthebeginningofclass.
Midtermexam.Therewillbeaclosed‐book,in‐classmidtermexamthatcoversthematerialsfrom
Part1ofthecourse.EXAMDATE:W10/30—inclass.
A 6‐page memo on a federal or state immigration or immigrant integration policy. You will
writeamemorandumthatanalyzesastateorfederalimmigrationorimmigrantintegrationpolicy
enactedsince2000.Inyourmemo,youwill(1)specifytheaudienceforandpurposeofyourmemo,
(2)explainwhythepolicyyouhavechosentoanalyzeisimportant,(3)discussthecontentofthe
policy,thesupportersandopponentsofthepolicy,andabrieflylegislativehistoryofthepolicy(4)
specifyanddiscussthecriteriayouhaveusedtoevaluateyourpolicy,(5)discussrecommendations
foralternativesoramendmentsthatcanimproveonthepolicyyouhaveanalyzed.Inpreparation
for this assignment, I will conduct a workshop on finding in formation on the relevant policy and
puttingtogetherastrongpolicymemo.DUEDATE:W11/20—atthebeginningofclass.
Finalexam.Therewillbeaclosed‐book,in‐classfinalexamthatcoversthematerialsfromPart2of
thecourse.EXAMDATE:M12/23—inclass.
POLICYFORLATEASSIGNMENTS.Youmustinformmepriortoaduedate(viae‐mail)andoffera
validexcusewithdocumentationifanextensiononaduedateistobeprovided.Ifyoumissadue
dateanddonotgivepriornotice,orifyoudonothaveavalidexcuse,yourwrittenworkissubject
toalatepenaltyof1/3ofafulllettergradeforeachday(orpartthereof)thatyourassignmentis
late.Idonotlikepenalizingstudentsforlateassignments,butIhavealotofgradingtocompletein
atimelyfashion.Pleasehelpmestayontrackwithmygradingbysubmittingyourassignmentson
time.
NO RE‐WRITES OR EXTRA CREDIT. You will not be allowed to re‐write your assignments, and
therewillbenoextracreditassignmentstoboostyourgrade.Thismeansthatyouhavetomake
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surethattheworkyouhanditisyourverybest.Iencourageyoutotalktomeduringofficehours
tomakesureyouareontherighttrackandgetfeedbackonyourworkbeforeyouhaditin.
RequiredReadingsandBlackboard
The course has a website posted on Blackboard, the college’s on‐line course management system
thatwillplayanimportantroleinthecourse.ToaccessBlackboard,youmustloginviatheCUNY
Portal at www.cuny.edu and create a CUNY Portal account. Also, if you do not already have a
Baruche‐mailaccount,pleasegetoneassoonaspossibleandhavethisaddedtoyourBlackboard
profile.Thee‐mailmessagesIsendviaBlackboardaredeliveredONLYtoBaruche‐mailaddresses.
OnBlackboard,youwillfindmanymaterialsusefultoyouinthisclass.Theyinclude:
Updatesregardingthecoursescheduleandrelevantduedates(“MyAnnouncements”);
Acopyofthecoursesyllabus(“Syllabus”);
Myslides,postedaftereachclass(“SeminarSlides”);
Requiredcoursereadings(“RequiredReadings”);
Additionalrecommendedreadingsandvideoclips(“AdditionalMaterials”);
Courseassignmentsandresourcestocompletetheassignments(“Assignments”);
Gradespostedaftereachassignmentandthemidtermandfinalexams(“GradeCenter”).
Students should check Blackboard (and their Baruch e‐mail account) at least twice a week,
especiallyfor“MyAnnouncements”ontheopeningpage.
Forthiscourse,youwillneedtoacquireonebook(otherreadingsarepostedonBlackboard):
Tichenor, Daniel J. 2002. Dividing Lines: The Politics of Immigration Control in America.
Princeton:PrincetonUniversityPress.(Costforanewbook:$28.77onAmazon.com,$18.90for
theKindleedition.)
WritingSupport,TutoringServices,andDisability‐RelatedAccommodations
Students who want or need to improve their writing skills should take advantage of the free
servicesthattheBaruchCollegeWritingCenteroffers.Formoreinformationabouthowtomakean
appointmentandhowtoprepareforasessionwithoneoftheCenter’swritingconsultants,please
seewww.baruch.cuny.edu/writingcenter.
Students will also benefit from the free one‐to‐one and group tutoring services provided by both
peers and professionals through the Student Academic Consulting Center (SACC). SACC also
provides instructional support materials such as videos, software, reference books, and handouts
thatwillhelpyouwithcoursecontent,studyskills,andlearningstrategies.Formoreinformation,
seewww.baruch.cuny.edu/sacc.
It is the policy of Baruch College to provide reasonable accommodations to students with
disabilities.Students,however,areresponsibleforregisteringwiththeDisabilityServicesOffice,in
additiontomakingrequestsforaccommodationsknowntomeinatimelymanner.Ifyourequire
accommodationsinthisclass,pleasecomeseemeduringofficehoursassoonaspossible,sothat
appropriate arrangements can be made. For more information, contact the Disability Services
Officeat(646)312‐4590;VC2‐271.
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ClassPolicies–Do’sandDon’ts
Office hours. I encourage you to come to my office hours to ask questions about the course
materials. In particular when you have any difficulty with the readings, class discussions, or
assignments, you should confer with me immediately. My office hours are time I set aside
specificallyforyou.Takeadvantageofit.Youneedtosignupforofficehoursonline,whichis
easy:http://www.wejoinin.com/sheets/dhtjm.Ifyousignedupforaslotandcannotmakeit,
pleaseremoveyourselffromtheonlinerostersoanotherstudentmaysignupinstead.
Student feedback. I welcome students’ feedback on the class discussions, reading materials,
andassignments,bothpositiveandnegative.So,pleasedonotbeshyinsharingyourthoughts;
youhaveavoiceinimprovingyourownlearningexperience.Ifyouwant,youcanshareyour
feedbackanonymouslybyleavingatypednoteinmymailboxinthePoliticalScienceoffice(VC
5‐280).
Punctuality. Please come to class on time (i.e., be ready to start taking notes/discuss the
materials at 11:10am) and do not leave early (i.e., not before 12:25pm). Students who are
habitually late to class or habitually leave early will see this reflected in their attendance and
participationgrade.
Responsibility. I expect all of you to act as responsible adults and communicate with me if
something is going on in your life that affects your school performance. If you have trouble
comprehendingthecoursematerials,talktome.Ifyouarestrugglingwithpersonalissuesthat
affectyourschoolwork,letmeknow.IfIsendyouane‐mailaboutthefactthatyouaremissing
toomanyclasses,donotignoremye‐mail.Ihavemanystudentsanditcanbedifficultformeto
identifythosestudentswhomightneedalittleextrahelporaccommodation.Youcanhelpby
lettingmeknowwhatisgoingon.
Academic integrity. Plagiarism and cheating—such as copying work (including published
materials) in your assignments without proper citation, having your work done by someone
else,copyinganswersfromsomeoneelseduringexams—willabsolutelyNOTbetolerated.My
policyistogiveafailinggradefortheentirecourseifyouplagiarizeanyassignmentorcheaton
any exam. In addition, I am required by Baruch College to submit a report of suspected
academic dishonesty to the Dean of Students Office. This report becomes part of your
permanentfile,andyoumaybeexpelledfromBaruch.Fordetailsonwhatconstitutesacademic
dishonesty—including cheating and plagiarism—please see the school website:
www.baruch.cuny.edu/academic/academic_honesty.html. If questions remain, ask me.
Ignoranceisnotanacceptableexcuse.
Electronics.Studentsmayusetheirlaptopcomputer/tabletinclassfornotetaking.However,
ifIdiscoverthatstudentsaresurfingthewebandnotengagingwiththeclassdiscussions,Iwill
make laptops/tablets off limits during class time. Also, please turn off all cell phones and
textingdeviceswheninclass.
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ClassTopicsandReadingAssignments
PART1ThePoliticsandPoliciesofImmigrantAdmissions&Deportations
W8/28
CourseIntroductionandLogistics
M9/2
LaborDay–Noclass
W9/4
RoshHashanah–Noclass
M9/9
DebatingImmigrationintheU.S.Context
▪ Tichenor,DanielJ.2002.“ThePoliticsofImmigrationControl:Understandingthe
Rise and Fall of Policy Regimes.” Pp. 16‐45 in Dividing Lines: The Politics of
ImmigrationControlinAmerica.Princeton:PrincetonUniversityPress.
▪ Borjas,GeorgeJ.1999.“ReframingtheImmigrationDebate.”Pp.3‐18inHeaven’s
Door: Immigration Policy and the American Economy. Princeton: Princeton
UniversityPress.
▪ Jones‐Correa,Michael,andElsdeGraauw.2013.“TheIllegalityTrap:ThePolitics
of Immigration and the Lens of Illegality.” Daedalus: Journal of the American
AcademyofArtsandSciences142(3):185‐198
W9/11
ExplainingMigrationControl:WhyDoWeHaveBorders?
▪ Walzer,Michael.1983.“Membership.”Pp.31‐63inSpheresofJustice:ADefenseof
PluralismandEquality.NewYork:BasicBooks.
▪ Carens, Joseph. 1987. “Aliens and Citizens: The Case for Open Borders.” The
ReviewofPolitics49(2):251‐273.
▪ Whelan, Frederick. 1992. “Citizenship and Freedom of Movement: An Open
Admission Policy?” Pp. 3‐39 in Open Borders? Closed Societies?, edited by Mark
Gibney.NewYork:GreenwoodPress.
M9/16
OpenDoors,1770sto1870s
▪ Tichenor, Daniel J. 2002. “Immigrant Voters in a Partisan Polity: European
Settlers, Nativism, and American Immigration Policy, 1776‐1896.” Pp. 46‐86 in
DividingLines:ThePoliticsofImmigrationControlinAmerica.Princeton:Princeton
UniversityPress.
▪ Watch(onlinevideo):IslandofHope,IslandofTears(29min.)
W9/18
ClosingtheDooronAsianImmigrants,1880s‐1920s
▪ Tichenor,DanielJ.2002.“ChineseExclusionandPrecociousState‐Buildinginthe
Nineteenth‐CenturyAmericanPolity.”Pp.87‐113inDividingLines:ThePoliticsof
ImmigrationControlinAmerica.Princeton:PrincetonUniversityPress.
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In‐classvideo:PaperSons:ChineseAmericanIllegalImmigrants(8min.)
M9/23
W9/25
M9/30
W10/2
M10/7
W10/9
ClosingtheDooronSoutheasternEuropeanImmigrants,1880s‐1920s
▪ Tichenor, Daniel J. 2002. “Progressivism, War, and Scientific Policymaking: The
Rise of the National Origins Quota System, 1900‐1928.” Pp. 114‐149 in Dividing
Lines: The Politics of Immigration Control in America. Princeton: Princeton
UniversityPress.
Workshop#1:Finding,Reading,andPresentingImmigrationStatistics
ImmigrationDuringWWIIandColdWarAmerica,1940‐1965
▪ Tichenor, Daniel J. 2002. “Strangers in Cold War America: The Modern
Presidency,CommitteeBarons,andPostwarImmigrationPolitics.”Pp.176‐218in
DividingLines:ThePoliticsofImmigrationControlinAmerica.Princeton:Princeton
UniversityPress.
▪ Reimers,DavidM.1992.“BracerosandLosMojados.”Pp.37‐60inStilltheGolden
Door:TheThirdWorldComestoAmerica.NewYork:ColumbiaUniversityPress.
In‐classvideos:JapaneseInternment(10min.);HarvestofLoneliness(6min.)
TheRebirthofImmigrationSince1965
▪ Kennedy, Edward. 1966. “The Immigration Act of 1965.” The Annals of the
AmericanAcademyofPoliticalandSocialScience367:137‐149.
▪ Daniels, Roger. 2004. “Lyndon Johnson and the End of the Quota System.” Pp.
129‐144 in Guarding the Golden Door: American Immigration Policy and
ImmigrantsSince1882.NewYork:HillandWang.
▪ Listen(audiofile):“1965ImmigrationLawChangedFaceofAmerica.”
▪ Cave,Damien.2010.“AGenerationGapoverImmigration.”NewYorkTimes(May
17).
RefugeeandAsylumPolicies
▪ Zucker, Norman L., and Naomi Flinker Zucker. 1992. “From Immigration to
Refugee Redefinition: A History of Refugee and Asylum Policy in the United
States.”JournalofPolicyHistory4(1):54‐70.
▪ Salehyan,Idean.2009.“U.S.AsylumandRefugeePolicyTowardsMuslimNations
Since 9/11.” Pp. 52‐65 in Immigration Policy and Security: U.S., European, and
CommonwealthPerspectives,editedbyTerriE.Givens,GaryP.Freeman,andDavid
L.Leal.NewYork:Routledge.
In‐classvideo:RefugeeActof1980(8min.)
In‐classdocumentary:Well‐FoundedFear(2000)
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Well‐Founded Fear provides a behind‐the‐scenes view of how the federal
bureaucracy decides which asylum seekers are granted permission to stay in the
United States. The documentary reveals a system fraught with contradictions and
impossibilities, where asylum officers are faced with the difficult task of separating
truthfromfictionintheirapplicants’stories.
Due:StatisticalProfile
M10/14
Tu10/15
ColumbusDay–Noclass
UndocumentedImmigrantsandtheCriminalizationofImmigrationLaw
▪ Newton, Lina. 2008. “Contesting Illegalities: The 1986 Immigration Reform and
Control Act” and “Immigrants versus Taxpayers: The 1996 Illegal Immigration
Reform and Immigrant Responsibility Act.” Pp. 67‐136 in Illegal, Alien, or
Immigrant:ThePoliticsofImmigrationReform.NewYork:NYUPress.
▪ Watch(videofile):PunishmentandProfits:ImmigrationDetention(24min.)
W10/16
M10/21
In‐class videos: Immigration Reform and Control Act of 1986 (2 min.); Illegal
ImmigrationReformandImmigrantResponsibilityAct(2min.)
StateandLocalResponsestoUndocumentedImmigration
 Romero, Victor C. 2008. “Who Should Manage Immigration: Congress or the
States? An Introduction to Constitutional Immigration Law.” Pp. 286‐300 in
Immigrant Rights in the Shadows of Citizenship, edited by Rachel Ida Buff. New
York:NYUPress.
 deGraauw,Els.(Forthcoming).“FillingtheFederalPolicyVoid:StateandLocal
PolicyResponsestoUndocumentedImmigrationintheUnitedStates.”InTaking
Stock of a Turbulent Decade and Looking Ahead: Immigration to North America
2000‐2010,editedbyVictoriaM.EssesandDonaldE.Abelson.
In‐classvideo:SupremeCourtRulesonArizona’sSB1070(5min.);Immigration
BattleintheHeartland(4min.);OaklandLaunchesMunicipalID‐DebitCard(2min.)
ImmigrationandConcernsoverNationalSecuritySince9/11
▪ Krikorian,Mark.2008.“NationalSecurityandSafetyinLowerNumbers.”Pp.92‐
132inTheCaseAgainstImmigration:BothLegalandIllegal.NewYork:Sentinel.
▪ Mittelstadt,Michelle,BurkeSpeaker,DorisMeissner,andMuzzafarChishti.2011.
Through the Prism of National Security: Major Immigration Policy and Program
ChangesintheDecadeSince9/11.Washington,DC:MigrationPolicyInstitute.
▪ Immigration Policy Center. 2004. Targets of Suspicion: The Impact of Post‐9/11
PoliciesonMuslims,Arabs,andSouthAsiansintheUnitedStates.Washington,DC:
ImmigrationPolicyCenter.
In‐classvideos:NYMuslimsAngeredbyFBISurveillance(4min.);AsNewYork
DebatesSecureCommunitiesProgram,StudyChallengesControversialPolicytoDeport
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W10/23
M10/28
ImmigrantPrisoners(13min.)
DREAMersandDeferredActionforChildhoodArrivals(DACA)
▪ Batalova, Jeanne, and Margie McHugh. 2010. DREAM vs. Reality: An Analysis of
PotentialDREAMActBeneficiaries.Washington,DC:MigrationPolicyInstitute.
▪ NationalImmigrationLawCenter.2012.“TheObamaAdministration’sDeferred
ActionforChildhoodArrivals.”LosAngeles:NationalImmigrationLawCenter.
In‐classvideos:Obama’sDreamers:‘Iwanttobeinthiscountry.Ihavesomuch
potential to give’ (6 min.); Ju Hong, UC Berkeley Undocumented Student (4 min.);
ObamaDREAMActProsecutorialDiscretionRemarks(9min.)
MidtermExamReview
MIDTERMEXAM
W10/30
PART2ThePoliticsandPoliciesofImmigrantIntegrationandExclusion
M11/4
Workshop#2:WritingaPublicPolicyMemo
W11/7
TheorizingImmigrantIntegrationandExclusion
▪ Brown, Susan K., and Frank D. Bean. 2006. “Assimilation Models, Old and New:
ExplainingaLong‐TermProcess.”Washington,DC:MigrationPolicyInstitute.
▪ Bloemraad,Irene,andElsdeGraauw.2012.“ImmigrantIntegrationandPolicyin
the United States: A Loosely Stitched Patchwork.” Pp. 205‐232 in International
Approaches: Integration and Inclusion, edited by John Biles and James Frideres.
Montreal and Kingston: Queen’s Policy Studies Series, McGill‐Queen’s University
Press.
In‐class videos: The Great American Melting Pot (5 min.); Tancredo on
Immigration and ‘Cultural Assimilation’ (5 min.); two videos on Multiculturalism in
Canada(6min.total)
M11/11
ChallengestoIntegration:RaceandEthnicity
▪ Steinberg,Stephen.2004.“TheMeltingPotandtheColorLine.”Pp.235‐247in
Reinventing the Melting Pot: The New Immigrants and What It Means to Be
American,editedbyTamarJacoby.NewYork:BasicBooks.
▪ Rogers, Reuel. 2001. “Black Like Who?” Afro‐Caribbean Immigrants, African
Americans,andthePoliticsofGroupIdentity.”Pp.163‐192inIslandsintheCity:
WestIndianMigrationtoNewYork,editedbyNancyFoner.Berkeley:Universityof
CaliforniaPress.
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W11/13
M11/18
W11/20
In‐classvideos:HateCrimeAgainstEcuadoranImmigrantinSuburbanNewYork
(3min.);LARiots20YearsLater(5min.)
ChallengestoIntegration:DocumentationStatus
▪ Gonzalez,David.2009.“AFamilyDividedbyTwoWords:LegalandIllegal.”New
York Times (April 26) – including slide show: “Without Papers Looking for a
Future.”
▪ Abrego, Leisy Janet. 2006. “‘I Can’t Go to College Because I Don’t Have Papers:’
IncorporationPatternsofLatinoUndocumentedYouth.”LatinoStudies4(3):212‐
231.
▪ Gonzales,RobertoG.2007.WastedTalentandBrokenDreams:TheLostPotential
ofUndocumentedStudents.Washington,DC:ImmigrationPolicyCenter.
▪ NYC Executive Order 41 (2003): “City‐wide Privacy Policy and Amendment of
Executive Order No. 34 Relating to City Policy Concerning Immigrant Access to
CityServices.”
In‐class videos: Undocumented Dreams (10 min.); Undocumented Immigrants
StrugglinginNewYorkAfterSandy(3min.)
LinguisticIntegrationandImmigrantLanguageRights
▪ Huntington, Samuel P. 2004. “The Hispanic Challenge.” Foreign Policy
(March/April):30‐45.
▪ Linton, April. 2009. “Language Politics and Policy in the United States:
ImplicationsfortheImmigrationDebate.”InternationalJournaloftheSociologyof
Language199:9‐37.
▪ Skrentny,JohnD.2002.“’Learn,Amigo,Learn!’:BilingualEducationandLanguage
Rights in Schools.” Pp. 179‐229 in The Minority Rights Revolution. Cambridge:
BelknapPressofHarvardUniversityPress.
▪ NYCExecutiveOrder120(2008):“City‐widePolicyonLanguageAccesstoEnsure
theEffectiveDeliveryofCityServices.”
In‐class video: El Cenizo—The Texas Town That Speaks Only Spanish (7 min.);
ArizonaTownEnforcesEnglish‐OnlyRule(3min.);TranslatingHealthCare(7min.)
EconomicIntegrationandImmigrantLaborRights
▪ NewYorkTimes.2009.“RoomforDebate:TheCompetitionforLow‐WageJobs”
(with contributions from Gordon Hanson, Steven Camarota, Michael Fix, Pablo
Alvarado,PhilipMartin,andAnnetteBernhardt).
▪ Gleeson, Shannon. 2012. “Implementing the Legal Rights of Undocumented
Workers” and “Advocating Across Borders: Consular Strategies for Protecting
MexicanImmigrantWorkers.”Pp.64‐99and163‐194inConflictingCommitments:
ThePoliticsofEnforcingImmigrantWorkerRightsinSanJoseandHouston.Ithaca:
CornellUniversityPress.
In‐class video: Domestic Workers Win Bill of Rights in New York (9 min.);
CommunityandLaborActivistsFightWageTheft(2min.)
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Due:PolicyAnalysisMemo
M11/25
W11/27
M12/2
W12/4
M12/9
BecomingAmericansandImmigrantCitizenshipRights
▪ Bloemraad,Irene,andReedUeda.2006.“NaturalizationandNationality.”Pp.36‐
57 in A Companion to American Immigration, edited by Reed Ueda. Malden, MA:
BlackwellPublishing.
▪ Laglagaron, Laureen, and Bhavna Devani. 2008. “The Redesigned Citizenship
Test:HighStakes.”Washington,DC:MigrationPolicyInstitute.
▪ New York Times. 2010. “Room for Debate: The GOP and Birthright Citizenship”
(with contributions from Peter Wehner, Steven Camarota, Hiroshi Motomura,
TamarJacoby,PeterSchrag,andJohnJ.Pitney).
In‐classvideos:NaturalizationCeremonyinNewYorkCity(8min.);TheDebate
overBirthrightCitizenship(12min.)
Noclass
Immigrants’AccesstoGovernmentServicesandBenefits
▪ Haskins, Ron. 2009. “Limiting Welfare Benefits for Noncitizens: Emergence of
Compromises.” Pp. 39‐68 in Immigrants and Welfare: The Impact of Welfare
ReformonAmerica’sNewcomers,editedbyMichaelJ.Fix.NewYork:RussellSage
Foundation.
▪ Krikorian,Mark.2008.“GovernmentSpending.”Pp.167‐187inTheCaseAgainst
Immigration:BothLegalandIllegal.NewYork:Sentinel.
In‐class videos: Prop 187 in California (4 min.); Costs of Undocumented
ImmigrantsinCalifornia(7min.)
PoliticalIntegrationandImmigrantVotingRights
▪ de Graauw, Els. 2013. “Immigrant Political Incorporation in the United States.”
Pp.1875‐1892inVolume4ofImmigrantsinAmericanHistory:Arrival,Adaptation,
andIntegration,editedbyElliottRobertBarkan.SantaBarbara:ABC‐CLIOBooks.
▪ Hayduk,Ron,andMicheleWucker.2004.“ImmigrantVotingRightsReceiveMore
Attention.”Washington,DC:MigrationPolicyInstitute.
▪ Watch(onlinevideo):ShouldNoncitizenImmigrantsVote?(28min.)
In‐classvideo:NewYork’sImmigrantVote(5min.)
RefugeeResettlement
 Zucker,NormanL.1983.“RefugeeResettlementintheUnitedStates:Policyand
Problems.” Annals of the American Academy of Political and Social Science
467:172‐186.
 Wright,RobertG.1981.“VoluntaryAgenciesandtheResettlementofRefugees.”
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
W12/11
M12/23
InternationalMigrationReview15(1/2):157‐174.
Watch(onlinevideo):GodGrewTiredofUs(Parts1‐6,~90min.total)
FinalExamReview
FINALEXAM
TENTATIVETIME:10:30am‐12:30pm
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