New Migrant Destinations

Imagination is central to migration. Geographical imaginaries, often shaped by historical narratives and mainstream media, allow people to envision futures elsewhere and in uence migration aspirations. Using interviews with Nepalis who migrated to Malta in recent years, this article seeks to uncover how people imagine new destinations about which they have limited or no prior knowledge, and how these imaginaries compare to those of established destinations. Through this lens, the article then examines participants' aspirations to migrate to Malta. The analysis shows how participants contextualised the information they found about Malta by drawing extensively from imaginaries of better-known European destinations, in a mechanism I call spatial imaginary spillover. Participants moved to Malta seeking increased personal freedoms, rights and safety, economic stability and a uence, exploration and social prestige linked to migration to Western destinations. As such, Malta is part of a group of new European destinations for Nepalis that are more accessible than established destinations in the West, and which participants prefer over historical destinations for Nepali workers. This article provides novel insights into how imaginaries of new destinations and other unfamiliar places are produced, and how the lens of geographical imaginaries yields rich perspectives on migration aspirations and destination preferences.

Anti-immigrant sentiment and "English-only" ideologies have a significant impact on educational policies, practices, and processes. This includes parental engagement, the quality of education and life opportunities offered to immigrant children, and families’ well-being. The purpose of this study was to examine how Latinx and Caribbean mothers in Florida with various immigration statuses (i.e., undocumented, asylum seekers, refugees, international students, and mixed-status) and often with limited financial resources attempt to steward their children through the U.S. educational system. The research question was: How did emergent multilingual immigrant mothers experience the K-12 education system in Florida? The sub-question was: How did schools communicate with emergent multilingual immigrant mothers and their children?The conceptual framework guiding this study was Community Cultural Wealth, coupled with Critical Language and Race Theory (LangCrit), Dis/ability Critical Race Studies (DisCrit), and Borderlands Theory. Through a qualitative community-based digital approach, in-depth interviews, and artwork (e.g., painting, photography, poetry, collage), two findings emerged from the collected data. They were: (1) Mothers experienced interactions with school personnel and curriculum practices that normalize a culture of exclusion and microaggressions toward immigrant children and families of linguistic and ethnic-racial diversity. (2) Discontinuous and superficial communication from school personnel influenced mothers’ dis/engagement, mobility, and school choice. The findings of this study are discussed along with implications for policies on the mental health of children and families, professional development for teachers, school leadership, and the role of inclusive technology in enhancing school communication and parental engagement. Recommendations for theoretical development and future research are provided.

Background Latinos in the USA have reported more frequent discriminatory treatment in healthcare settings when compared to their White counterparts. In particular, foreign-born Latinos report discrimination more than Latinos born in the USA. Such patient-reported racial/ethnic discrimination appears to contribute to specific health consequences, including treatment seeking delays, interruptions in care, and medical mistrust. Immigrant Latino adolescents in the USA experience a variety of health disparities, yet little is known about their views of the healthcare experience, their perceptions of discriminatory treatment, or ways in which they would like their relationships with healthcare providers to be different. Methods This work, based in a larger interdisciplinary social work-led initiative, used photovoice with two groups of immigrant Latino adolescents to explore the topic “what I wish the doctor knew about my life.” The findings were used to engage healthcare stakeholders as ...

Early Childhood and Childhood Education at Lehman College. Her research examines the practices of immigrant families, highlighting the diverse, innovative, and often unrecognized strategies they use to support their children's education. Her research interests include young children's development within sociocultural contexts, and the implications for pre-service teacher development. Title Urban Characteristics, Suburban Schools: Leadership for Equity in a Changing Community Objectives 1. Highlight the socio-demographic shifts occurring in suburban communities and schools of Westchester County, New York, that mirror characteristics of urban education. 2. Examine the conditions in suburban communities and schools that sustain inequities and marginalization particularly for Latinx and immigrant children and families. 3. Discuss leadership approaches and strategies to promote inclusion in a changing community.

Rational choice, assimilation, and other traditional approaches to understanding Puerto Rican migration and incorporation are not sufficient for explaining newly emerging diaspora communities. Using census numbers, ethnographic data, and oral history narratives, we look at the case of Central Florida where Puerto Ricans struggle to build an ethnic community in the face of internal divisions and racialization pressures from their non-Hispanic neighbors. In the 21st-century Great Dispersal, it remains to be seen whether Puerto Ricans in new diaspora settlements will see economic bifurcation and birthplace diversity compounded by social assignments as either " honorary white " or " collective black, " or whether they will manage to forge a collective identification from which to challenge ongoing socioeconomic hierarchies in new destinations.

This dissertation is a qualitative research case study of three Latina educadoras. The data analyzed comes from a larger research study (PROJECT) focused on teacher professional development aimed at incorporating emergent bilingual students' funds of knowledge in the development of curriculum that promotes greater equitable outcomes. With data consisting of individual and focus group interviews and videotaped lessons focused on mathematics and science concepts, I use Latinx critical race (LatCrit) theory and testimonio as my theoretical and methodological approach (Bernal, Burciaga & Carmona, 2012) to explore how race, identity, and power mediate a culturally relevant and inclusive curriculum in the Little Village neighborhood of Chicago. Through the telling of their testimonios through the lens of their own racial, linguistic, and matemáticas learning experiences, Latina educadoras position their understanding, struggle with, and development of their notions of what it means to...

Using data from Mexico's Matrícula Consular program, we analyze the geographic organization of undocumented Mexican migration to the United States. We show that emigration has moved beyond its historical origins in west-central Mexico into the central region and, to a lesser extent, the southeast and border regions. In the United States, traditional gateways continue to dominate, but a variety of new destinations have emerged. California, in particular, has lost its overwhelming dominance. Although the geographic structure of Mexico-U.S. migration is relatively stable, it has nonetheless continued to evolve and change over time.

Few public policy topics generate as much impassioned debate as immigration. While arguments abound regarding the motivations for and efficacy of these policies, there are nonetheless many possible consequences of their implementation. This study focuses on only one specific question: What is the economic impact of immigrants on job creation and economic growth and development in Nebraska and the Omaha Metropolitan Statistical Area (MSA). To that end, using the US Census Bureau’s American Community Survey (ACS) data for the sample periods 2015 to 2019, this report quantitatively assesses this economic impact. While much of the focus in this study is on the total international immigrant group, with particular attention is paid to those immigrants from Mexico, Central America, South America, and the Caribbean Findings indicate a substantial economic impact from these immigrant groups from a variety of perspectives. For example, immigrant labor in the construction, food services, and a...

Background Latinos in the USA have reported more frequent discriminatory treatment in healthcare settings when compared to their White counterparts. In particular, foreign-born Latinos report discrimination more than Latinos born in the USA. Such patient-reported racial/ethnic discrimination appears to contribute to specific health consequences, including treatment seeking delays, interruptions in care, and medical mistrust. Immigrant Latino adolescents in the USA experience a variety of health disparities, yet little is known about their views of the healthcare experience, their perceptions of discriminatory treatment, or ways in which they would like their relationships with healthcare providers to be different. Methods This work, based in a larger interdisciplinary social work-led initiative, used photovoice with two groups of immigrant Latino adolescents to explore the topic “what I wish the doctor knew about my life.” The findings were used to engage healthcare stakeholders as ...

Background Youth resettling to the U.S. from conflict-affected countries in the Middle East and North Africa (MENA) face countless challenges. As they cope with their experiences of armed conflict and forced migration, these girls and boys must also adjust to the language and social norms of their new society, often encountering prejudice and discrimination along the way. Previous studies indicate that schools can play a central role in facilitating this adjustment while also promoting mental health and psychosocial wellbeing. This qualitative study aims to understand the lived experiences of MENA newcomers resettled in Austin, Texas and Harrisonburg, Virginia and to assess how schools, families, and communities support their mental and psychosocial wellbeing. Methods We held six focus group discussions across the two cities with a total of 30 youths (13–23 years) from Iraq, Syria, and Sudan. We also conducted semi-structured interviews with 30 caregivers and 27 key informants, incl...

Background Latinos in the USA have reported more frequent discriminatory treatment in healthcare settings when compared to their White counterparts. In particular, foreign-born Latinos report discrimination more than Latinos born in the USA. Such patient-reported racial/ethnic discrimination appears to contribute to specific health consequences, including treatment seeking delays, interruptions in care, and medical mistrust. Immigrant Latino adolescents in the USA experience a variety of health disparities, yet little is known about their views of the healthcare experience, their perceptions of discriminatory treatment, or ways in which they would like their relationships with healthcare providers to be different. Methods This work, based in a larger interdisciplinary social work-led initiative, used photovoice with two groups of immigrant Latino adolescents to explore the topic “what I wish the doctor knew about my life.” The findings were used to engage healthcare stakeholders as ...

Rational choice, assimilation, and other traditional approaches to understanding Puerto Rican migration and incorporation are not sufficient for explaining newly emerging diaspora communities. Using census numbers, ethnographic data, and oral history narratives, we look at the case of Central Florida where Puerto Ricans struggle to build an ethnic community in the face of internal divisions and racialization pressures from their non-Hispanic neighbors. In the 21st-century Great Dispersal, it remains to be seen whether Puerto Ricans in new diaspora settlements will see economic bifurcation and birthplace diversity compounded by social assignments as either " honorary white " or " collective black, " or whether they will manage to forge a collective identification from which to challenge ongoing socioeconomic hierarchies in new destinations.

After asking Rebecca (age 14) a series of questions about her family background and friendships, we asked how she prefers to identify herself. "I am an African," she answered haltingly with a question in her voice, "but more American than African, 'cause, like, I was born there and all, but I don't, like, know all about it. Like, I'm not fully African, but I guess the fact that I was born there--I don't know, it's confusing." Rebecca came to the US as a baby and does not speak her parents' languages, nor does she remember their homeland. Nevertheless, being an American is complicated for her as well: "In a group of my black friends, I'd be the white girl .... And then with my white friends, I'd be the black one, so [laughing], I guess I'm just in the middle." Rebecca, who has a lovely, brown complexion and is not biracial, is variously regarded as culturally too white, too black, and too African, as well as not white,...

Globalization has brought rapid migration to many regions previously unfamiliar with immigration. In these changing landscapes long-time residents must make sense of their new neighbors, and immigrants must adjust to hosts’ ideas about them and develop their own accounts of a new social context. How immigrants are viewed and how they view themselves have important implications for their future prospects-especially in schools, where students are measured against normative models of success. Yet as members of cultural and linguistic minority groups, and often as people from lower socioeconomic backgrounds, immigrant students may not be aware of these models that are typically part of the implicit or hidden curriculum. Realizing this, secondary school educators in one American town tried to help immigrant students adopt a normative model of identity, the «university-bound student,» by teaching them explicitly how such a person should behave. Their well-intentioned efforts at teaching t...

Survey research shows that foreign-born Latinos in the USA are among the least likely to participate in political activism. Yet during the spring of 2006, up to five million (mostly Latino) immigrants and their allies took part in a historic national protest wave. This article examines how nativist legislation can spark immigrant large-scale collective action in an unexpected location. The case of Fort Myers, FL illustrates the cognitive mechanisms that help explain why and how external threats can transform a latent sense of group membership among unconventional protest organizers (e.g. immigrant soccer league members and ethnic small business owners) into a willingness to take action and utilize pre-existing community resources for the purpose of mass mobilization. These findings have important implications for Latino politics, immigration, and social movement scholars.

Drawing on ethnographic research, this essay examines constructions of cit- izenship among Puerto Rican activists in Orlando, Florida. By foreground- ing organizational and grassroots activism after Hurricane Maria, I examine how “worthiness” and belonging are articulated in a post-disaster diasporic context. Additionally, this essay draws attention to the transnational dimen- sions of activism and citizenship. I ultimately argue that, for Puerto Ricans in Orlando, activism provides an avenue to prove their worthiness in relation to the U.S. nation state, as well as stake belonging to a larger transnational Puerto Rican community. [Keywords: Puerto Ricans, Orlando, Hurricane Maria, activism, citizenship, transnationalism]

Every year, thousands of young refugees and their families face challenges as they adjust to schools in the US. This article explores how families resettled to the US from conflict-affected, Arab-majority countries in the Middle East and North Africa region , such as Iraq and Syria, view education, and how parents support their children's education following the experiences of resettlement. To centre the voices and lived experiences of these families, we analysed focus group discussions with 30 adolescents and in-depth interviews with 30 parents and 27 key informants. constant comparative method and thematic analysis showed that, upon resettlement, education remained highly valued by families. Our study finds that, despite the challenges associated with families' newcomer status, parents in this study provided educational support to their children by engaging with the school and with their children's learning at home. We offer suggestions on how schools and organizations can bolster parents' ability to support their children's education.

在世界各地的移民历史中，新移民与本地人民因文化、民族、国 家等综合性因素，经常出现意见分歧与冲突，他们的主体意识在建立的 过程中受到各方的挑战，尤以南洋移民为最。新移民的移入为新加坡国 家建设与认同带来相当大的挑战，多年来成为许多学者讨论的议题，甚 至进行影视改编，然而其受到制作方成本、审查、卖座程度及意识型态 的牵制而有差异，导致客观性不足，相关研究也因此出现缺口。
本文的研究范围锚定于一九九五年以后的新加坡，观察两代新移民 群体如何在本地生活与融入环境的方式，并且从早期报刊中建构移民的 历史脉络，探析离散经验下制作的《4:30》与《新新熊猫》虽然同样透 过感性的认知在理性的社会中展现各自的美学观，但是却呈显出差异极 大的移民论述，当中的吊诡性为何?本文从离散理论中的身分建构突破 意识形态的迷思，展现影视制作的二律背反及移民论述的新思维。

Youth resettling to the U.S. from conflict-affected countries in the Middle East and North Africa (MENA) face countless challenges. As they cope with their experiences of armed conflict and forced migration, these girls and boys must also adjust to the language and social norms of their new society, often encountering prejudice and discrimination along the way. Previous studies indicate that schools can play a central role in facilitating this adjustment while also promoting mental health and psychosocial wellbeing. This qualitative study aims to understand the lived experiences of MENA newcomers resettled in Austin, Texas and Harrisonburg, Virginia and to assess how schools, families, and communities support their mental and psychosocial wellbeing.

We held six focus group discussions across the two cities with a total of 30 youths (13–23 years) from Iraq, Syria, and Sudan. We also conducted semi-structured interviews with 30 caregivers and 27 key informants,
including teachers, administrators, service providers, and personnel from community-based organizations.

Guided by Bioecological Theory, our thematic analysis identifies several means by which various actors work together to support resettled adolescents. We highlight promising efforts that seek to enhance these
supports, including sheltered instruction, school-parent collaboration, peer support programming, social and emotional learning initiatives, and integrated mental health centers.

While this study underscores the resilience of newcomers and the value of local support systems, it also reflects the importance of investment in schools, mental health systems, and resettlement programs that can
enable newcomers to achieve their full potential.

The Census is a vital tool for fair economic and political decisions. It is the basis for the allocation of the federal budget, the apportionment of the House of Representatives and the redrawing of electoral districts. Government, businesses, and non–profits rely on census data to allocate funding, to measure impact, and to plan services for community and economic development. Thus, a census count that represents an accurate portrait of the population is critical for equity. Nebraska has a small minority population, roughly at 20 %. But, as any other Midwestern state, it is experiencing a major demographic shift. Latino immigrants and refugees are fast changing local communities across the state. It might be easier to dismiss the implications of undercounting these communities here –at least compared to the media attention to California or New York. Yet, an inaccurate census could have a long-lasting effect as anywhere else.

Puerto Rican migration caught nationwide attention after Hurricane Maria impacted the island. It was a culmination of more than a decade of economic stagnation that led to Puerto Rico’s declining population while stateside Puerto Ricans experienced a population growth. This study examines the impact of post-Hurricane Maria on the Puerto Rican exodus and Puerto Rican diaspora in the U.S. mainland. The purpose of this paper is to measure post-Hurricane Maria exodus and how settlement patterns have reinforced dispersion in the diaspora. The findings from this study shed light on the migration estimations using the School Enrollment Migration Index (SEMI) relative to other migration data sources and dispersed settlement patterns of Puerto Rican migrants data from the Federal Emergency Management Agency (FEMA) and Department of Education(s). More importantly, I argue that existing data sources on Puerto Rican migration are not sufficient to estimate Puerto Rican migration, especially during a time when migration estimates were immediately needed to determine where the migrants relocated to within the U.S. mainland post-Hurricane Maria and the dispersion of Puerto Rican settlement has been magnified as a result of post-Hurricane Maria migrants.

In the U.S., students’ characteristics are quantified into statistics—the state’s products in the modern world (Koyama and Menken 2013). I interrogate how such representations are fashioned by analyzing the measurement and recording of student and parent languages during school registration. Among its numerous uses, student data informs culturally sustaining pedagogies (Paris and Alim 2014), screening for language issues, and accessibility in school-home communication.

Data on U.S. students’ languages typically come from Home Language Surveys (HLSs). By law, schools must measure home languages and identify students who need language services (ECS 2014). Similar to how they are used at schools in the present research site, California (CA) HLSs ask about students’ first language, the language the child most often uses at home, the language parents use most often in talking with the child, and the language most often spoken at home (Mendoza-Denton 2008). Per official policies, only students who answer English to all items should be coded as ‘English’, while other answers result in evaluation and a ‘non-English’ coding. HLSs vary and have questionable reliability in detecting English learners (Bailey and Kelly 2011).

This 2014-2015 ethnographic research is set in public K-12 schools in an agricultural, conservative central Florida (FL) county, anonymized as ‘Central County’. Due to migration, the 5,300 children in public K-12 schools are 61 percent Latinx, 30 percent white, 6 percent African American, 1 percent Asian, and less than 1 percent American Indian. However, it should be noted that these state-sanctioned ethno-racial demographic figures underreport American Indian and other minority groups (Campbell 2016). As the U.S. experiences more demographic change and in the current political landscape, examining how language information is recorded and codified becomes more pressing.
School office observations, records, a language inventory, and interviews and casual conversations with parents, school employees, and community members offer multiple perspectives. Triangulated analyses show that language repertories of students and families sometimes became misrepresented in school records due to ‘linguistic re-formation’, occurring when registrars changed languages reported by families (e.g., Náhuatl) into others (e.g., Spanish) on the school registration form and electronic records system. Analyses of 1,000+ student electronic school records and responses to a researcher-conducted language inventory show that languages of some students and parents (especially Indigenous Mexicans) measured during school enrollment are not recorded accurately. Specifically, indigenous Mexican languages were under-recorded at a rate of 19x—for every 19 students with an indigenous language-speaking parent, only the records of one student showed they had a parent who spoke an indigenous language. Analyses of observations and interviews showed that this linguistic re-formation was also caused by differential questioning practices by registrars, raciolinguistic ideologies, employee training, the design of the electronic records system, and policy.

Applied efforts may resolve this issue through experimentation with improved language documentation practices and understanding the multiple effects that such practices have on various stakeholders. Doing so is critical, given the use of such data in potentially opening gates in student and parent access to school resources (Campbell 2016; Campbell-Montalvo and Castañeda 2019).

This article uses ethnographic data to examine the schooling experiences of Latinx emergent bilinguals and the educators who worked with them at a mid-size high school in a small Wisconsin city. Using Critical Race Theory, I argue that as tensions have increased in recent years from school funding cuts, deindustrialization, and demographic shifts, the community’s white residents have repeated long-standing patterns of white supremacy to assert economic and cultural dominance over Communities of Color. I examine the manifestation of these dynamics in the schooling experiences of my participants through a racially hostile schooling environment and a general lack of investment in their education. This work offers important insights on the sociohistorical
intersections of race and class within predominantly white, rural and suburban ‘new destination’ communities and problematizes the very notion of ‘new’ in such locals by questioning assumptions about who is ‘native’ and who is ‘new’ to a particular community.

As politicians debate how to address the estimated eleven million unauthorized immigrants residing in the United States, undocumented youth anxiously await the next policy shift that will determine their futures. From one day to the next, their dreams are as likely to crumble around them as to come within reach. In Shifting Boundaries, Alexis M. Silver sheds light on the currents of exclusion and incorporation that characterize their lives.

Silver examines the experiences of immigrant youth growing up in a small town in North Carolina—a state that experienced unprecedented growth in its Latino population in the 1990s and 2000s, and where aggressive anti-immigration policies have been enforced. Drawing on ethnographic fieldwork and in-depth interview data, she finds that contradictory policies at the national, state, and local levels interact to create a complex environment through which the youth must navigate. From heritage-based school programs to state-wide bans on attending community college; from the failure of the DREAM Act to the rescinding of Deferred Action for Childhood Arrivals (DACA); each layer represents profound implications for undocumented Latino youth. Silver exposes the constantly changing pathways that shape their journeys into early adulthood—and the profound resilience that they develop along the way. https://www.amazon.com/Shifting-Boundaries-Immigrant-Negotiating-National/dp/1503605744

Rational choice, assimilation, and other traditional approaches to understanding Puerto Rican migration and incorporation are not sufficient for explaining newly emerging diaspora communities. Using census numbers, ethnographic data, and oral history narratives, we look at the case of Central Florida where Puerto Ricans struggle to build an ethnic community in the face of internal divisions and racialization pressures from their non-Hispanic neighbors. In the 21st-century Great Dispersal, it remains to be seen whether Puerto Ricans in new diaspora settlements will see economic bifurcation and birthplace diversity compounded by social assignments as either " honorary white " or " collective black, " or whether they will manage to forge a collective identification from which to challenge ongoing socioeconomic hierarchies in new destinations.

When the Trump administration rescinded the Deferred Action for Childhood Arrivals (DACA) program, nearly 800,000 young immigrants were poised to lose work permits and protection from deportation. The termination of the policy was the most recent change in a constantly shifting landscape. Relying on seven years of ethnographic and interview research in North Carolina, Alexis Silver follows immigrant youth as they age into the early stages of adulthood while navigating turbulent and often conflicting political climates at the local, state and federal levels. http://www.metropolitiques.eu/No-Lawful-Status-Immigrant-Youth-in-a-State-of-Exclusion.html?lang=fr

Sociolinguists and social identity theorists have found that negative perceptions of groups and/or their language are the key to the understanding, expression and maintenance of their ethnic identities. This study attempts to connect these analyses to politics by using 100 in-depth interviews of Latinos to look at the way Latinos' relationship to Spanish language affects their ethnic identity and political cohesion. It finds that Spanish is an important part of Latino identity, but Latinos' relationship to the language is paradoxical F Spanish language skills are both a source of ethnic solidarity and of social stigma. As a result, native-born Latinos often try to dissociate themselves from the immigrant sectors of the community. This selective dissociation has an important negative effect on community cohesion, and could help explain Latino support for anti-immigrant policy proposals.

Complex historic and structural constraints disproportionally disadvantage many low-income immigrant youth in the United States. This conceptual article summarizes scholarship on how local context influences their development and argues that the social work profession needs to attend to the diverse settings where immigrant youth are coming of age to design effective interventions. We use three recent studies of different environmental contexts—urban neighborhoods, suburban municipalities, and high school classrooms—to illustrate how they influence the trajectories of immigrant youth. We argue that the social work profession needs to recen-ter the person-in-environment perspective toward more context-focused interventions to support immigrant youth. We conclude with areas for further research to advance the profession's understanding of immigrant youth development.

This article questions what is different and what is not about Puerto Rican political identifications and practices in 21st-century diaspora, as this is emerging in non-traditional destinations, especially the U.S. Southeast. There, Puerto Ricans from Puerto Rico and Puerto Ricans from long-established diaspora communities in the U.S. North encounter each other in spaces that are new to both. The article describes Puerto Rican heterogeneity in Orlando, Florida, and points to the importance of examining the intersection of this heterogeneity with the historically constructed specifics of Orlando’s social field. It uses the case of one extended Puerto Rican family in Orlando to provoke deeper examination of new dimensions in Puerto Rican Studies.