Migration ANTH /SOCI Course Objectives

Transcription

1 Migration ANTH /SOCI 3326 Professor: Dr. Maria Cristina Morales Phone: Course Objectives This course traces immigration history and explores how immigration policy has altered the current conditions surrounding the causes of migration to the United States. Students will also be acquainted with theoretical and methodological approaches to the study of migration. Additionally, immigrant incorporation will be examined through issues such as gender, labor markets, refugee status, and transnationalism. Texts Massey, Douglas S., Jorge Durand and Nolan J. Malone Beyond Smoke and Mirrors: Mexican Immigration in an Era of Economic Integration. Russell Sage Foundation: New York. Mobasher, Mobsen M. and Mahmoud Sadri Migration, Globalization, and Ethnic Relations. Pearson Prentice Hall. ISBN: Upper Saddle River, New Jersey. Expectations Students are expected to offer an evaluation of the course readings through a social science framework. Therefore, rather than focusing on personal experiences this course is concerned with the relationship between individual issues and public issues affecting the society at large. Students are responsible for keeping up-to-date with any changes or additional information. Information on these matters will be posted on Blackboard. Class lectures are very important because they introduce material that is not found in the readings. I am available for consultation on your progress in the class. Do not wait until the end of the semester. Although this is an online course, it is not self-paced. Reasonable deadlines have been set to insure that you have adequate time to complete all assignments. Active participation in this class is required. NO LATE WORK WILL BE ACCEPTED! Respect

2 Controversial topics will be discussed in this course. Discussion with the instructor and your classmates is a crucial factor necessary to enhance the learning experiences but please assure that your comments and actions are respectful. This will help us to create a comfortable learning environment that will facilitate learning for everyone. Grading & Evaluation Grade Reading Quizzes 25 Discussions 20 Group Peer Review 5 Immigration Reform Project 5 Exams (3@15%) 45 Percentage of Final Course Final Letter grades System: Percent A B C D F <60 Course Work Course work will consist of reading, writing discussions/assignments and posting them on discussion boards, reading quizzes, and exams. Course Content The course content is designed to enhance the reading material, guide you in completing assignments, and provides additional material. The course content takes the place of a lecture from the instructor. This content is crucial to assist you in the assignments, and reading quizzes. Reading Quizzes The quizzes will cover assigned readings and COURSE CONTENT MATERIAL for that week. To successfully perform on the reading quizzes students must complete the readings and course content material beforehand (see Course Schedule).

3 Discussions To develop your critical thinking skills, be an active reader, and prepare for the quizzes you are required to discuss the course materials with the class. The professor will monitor all discussions. Each registrant is required to participate in on-line discussion as part of a student group. The deadlines for discussion postings are listed in the calendar. Please note that there are two deadlines per week: one for individual responses ("Discussion Question Due") and one for the posting of group response ("Group Postings Due"). I will not read discussion items posted after the due date/time. Please plan your work time carefully. In order to get the full points for the discussion each of the following steps must be successfully completed: 1st each student is required to write at least a 200 word response to a question or set of questions. Questions will be provided by the instructor at the top of each discussion forum as it is opened for the week. 2nd each student will also reply to the entries of the other students (at least one extended comment [50 words or more]). 3rd group will collaborate in writing one response to the discussion question. Incorporate what you have collectively learned in that week's lesson. Note: The instructor has access to all individual and group postings. Evaluation of Discussions For every discussion each student will receive a grade based on: 1) evaluation of your individual contribution to group discussion, and 2) the instructor's evaluation of your group's posting. Discussion postings must be in English to ensure mutual communication among participants. Words/phrases in Spanish should be translated in parentheses. Group discussions will focus on your ideas about the readings and other activities. Specifically, discussion postings will be evaluated according to the following criteria: Does the commentary show evidence of having read the material? Does the commentary show evidence of thinking about the reading beyond just summarizing it? (This may include extension to new circumstances/other readings, contradictory evidence, internal (in)consistency, and analyses of assumptions.) Does the commentary include relevant material to support the points made? Each discussion session is worth 100 points as follows: points are given for extensive, knowledgeable, and thoughtful discussion; points for capable knowledge with less evidence of critical or deep thinking; points for mostly correct, but incomplete, knowledge, partial mistakes, or incompletely thought-out discussion; 69-below points for minimally correct and involved discussion; and zero points for completely unprepared discussion or no discussion

4 Important: If you do not complete individual discussion postings (both the initial response and replies to group members' postings) you will receive no credit for your group's discussion posting. Peer Evaluations At the end of the semester you will be required to do an evaluation for each member of your group, including yourself, based on your discussions. Peer evaluations are based on the following criteria: Did the student post a "response" to the discussion question(s) before the deadline? Did the student post "replies" to the entries of other students in the group before the deadline? Did the student contribute to the completion of group response? Did the student produce high quality work? Did the student demonstrate Netiquette (participation in networked discussion requires that all participation be focused on the topic at hand, not become personalized, and be substantive in nature) and group work skills? NOTE: Failure to submit the peer evaluations for all of your group members will result in a zero for our own "peer evaluation" grade. Exams There will be three exams in this class. Exams will be a combination of definitions, multiple choice, true/false, and short answer. They will be based off of readings and course content material. A review handout will be made available by the instructor at least one week before the exam. You will have one and half hours to complete each exam. The final exam will not be comprehensive. Immigration Reform Project Purpose of the project Immigration is a heavily debated issue. The U.S. is currently making decisions about immigration reform. Based on the information that we learned in class, what would an immigration policy that is based on an understanding on how migration works look like? Please consider the components that are necessary to include in an immigration proposal and multiple perspectives. Instructions In order to get the full points for the debate each of the following steps must be successfully completed: 1st each student is required to write at least a 400 word response to one of the following questions or set of questions: 1. How should the nation and states approach the issue of undocumented immigrants? 2. What do you propose for border and immigration enforcement? 3. Would you consider legalization of undocumented?

5 4. How would you deal with labor issue such as demand of immigrant labor? 5. Should another guest worker program be considered? If yes, how different will it be from the Bracero Program? In your responses consider the history of immigration and immigration policy as well as the contemporary economic, political, and social dimensions of immigration in the U.S. discussed in class. 2nd each student will also reply to the entries of at least 2 other students with extended comments (100 words or more). 3rd group will collaborate in writing one response, at least 500 words, commenting on the Obama-Biden immigration reform guiding principles. Make sure that you address each of the three guiding principles outline in the White House plans for immigration reform: Note: all students must participate in the writing of the group response. Multiple Perspectives This assignment requires that you consider multiple perspectives from the groups who will be affected by immigration reform. Some examples include: Undocumented immigrants Family members of documented and undocumented immigrants residing in the U.S. U.S. Citizens, in particular working class Americans and communities of color such as Mexican Americans Businesses reliant on immigrant labor (e.g. construction, service, agriculture industries) Politicians Potential migrants Politicians of under-developed and developing nations Readings You may use insights from the readings, especially Massey, Durand, and Malone chapter 7, but more importantly use your critical thinking skills to envision what components an immigrant policy should have. Policy and Technical Support Policy: Dr. Morales can be contacted at mcmorales@utep.edu. You should allow 48 hours for response to an Monday through Friday. Please consider that I will be available regarding any problems or questions with the material. Do not hesitate to contact me regarding any issues, problems, or ideas about the class.

6 Students can post questions and answers (either content or technical) on the "help board". One extra credit point will be given to students for each act of helping other students on the help board (one point for each timely, helpful reply). The professor will also post answers to questions of general interest on the "help board." Effective participation in the course requires that registrants have access to computers at the minimum level of Windows 2000 with Internet Explorer 5.5 or Netscape 7.1, or Macintosh OS X.3 with IE 5.2 or Netscape 7.1. Broadband (cable modem, satellite, or high-speed internet connections are preferred, though a dial-up modem of at least 56kb will work). Every effort will be made to keep large size computer files to a minimum for those who do not have access to high-speed/broadband internet. Technical Support: The University of Texas at El Paso offers complete technical information and help desk support at: You may also contact the UTEP Helpdesk during UTEP business hours at or call toll-free Business hours are Monday - Friday, 7:00am to 8:00pm and Saturday, 9:00am to 1:00pm. How do I pass this class? Actively read the material. For example, identify the subsections in the chapters/articles and design a question that you would ask for each and answer it. Write summaries of each chapter in your own words and keep a journal of entries to form a study guide for the quizzes. Other Important Information Please be aware that the Disabled Student Services (Union East, room 106, Tel ) provides a program of support and advocacy services to students with disabilities. Talk with the professor if you need additional support because of a disability. Any form of cheating is academic misconduct. Attribute the source of actual words and the information used in your writing. Fabrication of material and copying/plagiarism is prohibited, including the use of unattributed excerpts from articles, news releases, reports, handouts, journal articles, other student work, web sites, encyclopedias, etc. Penalties for plagiarism are severe, even for unintentional failure to cite sources. If you have questions about proper attribution, please consult me before turning in an assignment in question. Students should review UTEP sites on plagiarism Here. Extra Information on Data Sources, Methodology, and Latina/o Immigrant Demographics for Migration (International and Internal) Data Sources The New Immigrant Survey Internet Location: Latin America Migration Project (LAMP) Internet Location:

7 Mexican Migration Project. Mexican Migration Project. [Also see related data bases.] Philadelphia: University of Pennsylvania. Internet location: U.S. Census Bureau Percent Public Use Microdata Sample (PUMS) Files. Washington, DC: U.S. Census Bureau. Internet location: Release/www/2003/PUMS5.html. Last revised: 09 Aug U.S. Census Bureau Summary File 4 (SF 4). Washington, DC: U.S. Census Bureau. Internet location: Last revised: 09 Aug U.S. Immigration and Naturalization Service Statistical Yearbook. [See 2002 Yearbook of Immigration Statistics.] Washington, DC: U.S. Immigration and Naturalization Service. Internet location: Minnesota Population Center. IPUMS: Integrated Public Use Microdata Series. Minneapolis: University of Minnesota, Minnesota Population Center. Internet location: United Nations Demographic Yearbook.

8 Course Schedule DATE SUBJECT MATTER READING ASSIGNMENT DUE Week 1 Wed. Fri. Week 2 Mon. Review syllabus. Introduce yourself to your group. Reply to your group. Decide on group team name. Background on migration to the U.S. Saenz, Rogelio, Maria Cristina Morales, and Maria Isabel Ayala United States: Immigration to the Melting Pots of the Americas. Pp in Migration: A Global View, edited by Maura I. Toro and Marixsa Alicea. Greenwood Press. (posted reading) Introduction postings Introduction replies Syllabus quiz Reading quiz Fri. Discussion Group posting Week 3 Mon. Myths about immigrants. Ch. 12 (from Mobsen and Sadri) Reading quiz Fri. Discussion Group posting Week 4 Mon. Theories on international Ch. 1 (pp through Dual Labor Reading quiz migration. Market, from Mobsen and Sadri) Fri. Discussion Group posting Week 5 Mon. Theories on international migration. Ch. 1 (pp. 13-end, from Mobsen and Sadri) Reading quiz Fri. Discussion Group posting Week 6 Mon. EXAM 1 Introduction to Smoke and Mirrors and the history of Mexican-U.S. Migration Chs. 1 & 3 (from Massey et al.) EXAM 1 (Saenz et al Ch. and Chs. 1 &12 from Mobsen and Sadri) Fri. Discussion Group posting Week 7 Mon. Immigration policies after Ch. 5 (from Massey et al.) Reading quiz

9 1986 Fri. Discussion Group posting Week 8 Mon. The breakdown of Ch. 6 (from Massey et al.) Reading quiz Immigration policies Fri. Discussion Group posting Week 9 Mon. Immigration Reform Ch. 7 (from Massey et al.) Reading quiz Fri. Discussion Group posting Week 10 Mon. EXAM 2 EXAM 2 (Chs. 1, 3, 5, 6, & 7 from Massey et al.) Immigration and Ethnic Ch.10 (from Mobsen and Sadri ) and Racial Inequality Fri. Discussion Group posting Week 11 Mon. Assimilation Ch. 22 (from Mobsen and Sadri ) Reading quiz Fri. Discussion Group posting Week 12 Mon. Colonized and Immigrant Minorities Ch. 17 (from Mobsen and Sadri ) Reading quiz Fri. Discussion Group posting Week 13 Mon. Gender and Immigration Chs. 25 & 27 (from Mobsen and Sadri) Reading quiz Fri. Discussion Group posting Week 14 Mon. Transnationalism Ch. 16 (from Mobsen and Sadri) Reading quiz Fri. Discussion Group posting Week 15 Wed. Peer Evaluations Peer Evaluations Due Fri. Week 16 Mon. Thanksgiving Holiday Final exam review handed out Massey, Durand, and Malone chapter 7 Discussion Individual discussion on

10 immigrationreform/index.php immigration reform Wed. Discussion Immigration Reform Project Peer response to immigration reform Fri. Course project Immigration Reform Group Project Due Week 17 FINAL EXAM FINAL EXAM (Chs. 10, 16, 17, 22, 25, & 27)