The Immigration & Education Nexus COMPARATIVE AND INTERNATIONAL EDUCATION: A Diversity of Voices Volume 12 Series Editors Allan Pitman University of Western Ontario, Canada Vandra Masemann University of Toronto, Canada Miguel A. Pereyra University of Granada Editorial Board Mark Bray, International Institute for Educational Planning, Paris, France Ali Abdi, University of Alberta, Canada Christina Fox, University of Wollongong, Australia Steven Klees, University of Maryland, USA Nagwa Megahed, Ain Shams University, Egypt Crain Soudain, University of Cape Town, South Africa David Turner, University of Glamorgan, England Medardo Tapia Uribe, Universidad Nacional Autónoma de Mexico Scope Comparative and International Education: A Diversity of Voices aims to provide a comprehensive range of titles, making available to readers work from across the comparative and international education research community. Authors will represent as broad a range of voices as possible, from geographic, cultural and ideological standpoints. The editors are making a conscious effort to disseminate the work of newer scholars as well as that of well-established writers. The series includes authored books and edited works focusing upon current issues and controversies in a field that is undergoing changes as profound as the geopolitical and economic forces that are reshaping our worlds. The series aims to provide books which present new work, in which the range of methodologies associated with comparative education and international education are both exemplified and opened up for debate. As the series develops, it is intended that new writers from settings and locations not frequently part of the English language discourse will find a place in the list. THE IMMIGRATION & EDUCATION NEXUS A Focus on the Context & Consequences of Schooling Edited by David A. Urias A C.I.P. record for this book is available from the Library of Congress. ISBN: 978-94-6091-818-6 (paperback) ISBN: 978-94-6091-819-3 (hardback) ISBN: 978-94-6091-820-9 (e-book) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands www.sensepublishers.com Printed on acid-free paper All Rights Reserved © 2012 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. TABLE OF CONTENTS List of Contributors vii Introduction 1 Section I: Contextual Overview of Immigration and Schooling 19 1. The Need for Global Consciousness: Debate on Globalization, Migration, and Education 21 Barbara T. Schröttner 2. Global Movements in Education and Their Impact on Diverse Students 37 Tom Stritikus and Manka M. Varghese 3. Strategic Identity Negotiation: Understanding the Complexities of Immigrant Youth in Schools 57 Diem Nguyen and Tom Stritikus 4. Exclusionary Structure or Cultural Clash, Why do Immigrants Dropout? A Comparison of One Group in Two Different Countries 83 Melissa Ford Lucken 5. Mapping Immigrant Student Attrition From Higher Education Through A Deictic Conceptual Model 95 Mariam Orkodashvili 6. Hispanic Students and the Growth of the U.S. Public Schools: 190-208 1 Richard R. Verdugo Section II: Broader Issues and Trends 129 7. Being “Here” And “There”: The Impact of Globalization on Pakistani Students at Sawyer High School 131 Melissa G. Fischer 8. Tools for Discourse Analysis: Critiquing Newspaper Coverage of Arizona’s Immigrant Rights Controversy 149 Lynne Díaz-Rico 9. Developing Intercultural Competencies: Classroom Interventions in London Schools 161 Dina Mehmedbegovic v TABLE OF CONTENTS 10. If We Are Good Citizens, They Will Recognize Us: The Effects of Immigration Status on the Educational Motivation of Undocumented Youth 171 Aliah Carolan-Silva and J. Roberto Reyes 11. Immigrant Identities in Transnational Contexts: The Figured World of a New York City English Literacy and Civics Education Classroom 189 Dina Lopez 12. From They are Japs To We Are Returnees: Crafting Identities Within and Across Transnational Contexts 209 Satoko Shao-Kobayashi and Carol N. Dixon 13. The Social Costs of Labor Migration and Global Recession on Brazilian Schools in Japan: Rethinking Minority School Education 27 Thiago Amaral Minami 14. The Need for Multicultural Education in South Korea 243 Stephanie K. Kim & Lupita H.R. Kim 15. The Deculturalization of Hissuh and her Children: The Portrait of a Muslim Mother’s Struggle to Participate in the Education Decision-Making of her Children in American Schools 253 Vanessa Allen-Brown, Pamela Twyman Hoff, and Fawzeyah Alawadhi vi LIST OF CONTRIBUTORS Fawzeyah Alawadhi College of Education, Criminal Justice, and Human Services, University of Cincinnati, OH, USA Vanessa Allen-Brown College of Education, Criminal Justice, and Human Services, University of Cincinnati, OH, USA Aliah Carolan-Silva Research Fellow, Center for Intercultural Teaching and Learning, Goshen College, Goshen, IN, USA Lynne Díaz-Rico Past President, California Teachers of English to Speakers of Other Languages, Coordinator, MA in Education, College of Education, California State University, San Bernardino, CA, USA Carol N. Dixon Gevirtz Graduate School of Education, University of California - Santa Barbara, CA, USA Melissa G. Fischer Loyola University Chicago, Chicago, IL, USA Pamela Twyman Hoff College of Education, Criminal Justice, and Human Services, University of Cincinnati, OH, USA Lupita H.R. Kim Graduate School of Education and Information Studies, University of California, Los Angeles, CA, USA Stephanie K. Kim Graduate School of Education and Information Studies, University of California, Los Angeles, CA, USA Dina Lopez International Educational Development Program, Teachers College, Columbia University, New York, NY, USA Melissa Ford Lucken Department of Language Skills and Student Development, Michigan State University, Lansing, MI, USA Dina Mehmedbegovic Deputy Director, London Education Research Unit, Institute of Education, University of London, London, United Kingdom Thiago Amaral Minami University of Tokyo, Japan Diem Nguyen Division of Curriculum & Instruction, College of Education, University of Washington, Seattle, WA, USA Mariam Orkodashvili Leadership, Policy, and Organizations Department, College of Education & Human Development, Vanderbilt University, Peabody College, Nashville, TN, USA J. Roberto Reyes Research Director, Center for Intercultural Teaching and Learning, Goshen College, Goshen, IN, USA Barbara T. Schröttner Researcher, Department of Education, Institute of Continuing Education, University of Graz, Austria vii LIST OF CONTRIBUTORS Satoko Shao-Kobayashi Department of Asian American Studies, California State University - Northridge, CA, USA Tom Stritikus Dean, Division of Curriculum & Instruction, College of Education, University of Washington, Seattle, WA, USA David Urias School of Education, Drexel University, Philadelphia, PA, USA Manka M. Varghese Language, Literacy, and Culture Department, College of Education, University of Washington, Seattle, WA, USA Richard R. Verdugo Senior Research Scientist, National Education Association, Washington, DC, USA viii INTRODUCTION PURPOSE AND SIGNIFICANCE OF THE BOOK Debates over immigration frequently center on the perceived costs that immigrants impose on publicly-funded programs and institutions. Proponents of immigration purport that frequently neglected or underestimated in these debates is the fact that immigration is a driving force behind many of the most important changes in metropolitan areas; areas experiencing population loss, shrinking labor pools, and growing numbers of retirees. Immigrants are perceived as a crucial source of new labor, business formation, and tax revenue; key ingredients for economic recovery, development, and sustainability (Camarota, 2006; Myers, 1999; Porter, 2006). On the other side of the debate, opponents admit that most immigrants are better off financially in the adopted country than they were at home, but many arrive with minimal education and skill levels thus finding it hard to advance to better jobs in the labor market (King, 2007). In the U.S., state and local governments, meanwhile, point out that taxes paid by immigrants go mostly to the federal government, while state and local governments bear the brunt of the costs of providing services to these groups (De Castro, 2009). Social, political, ethical, and economic issues surround the education of immigrant children, particularly those who are illegal. Education is the largest public cost associated with illegal immigration, and it is likely to have long-term consequences. Regardless of one’s feelings about immigration, these children will probably remain in their adopted country and become adults who either contribute to the economy or not. School demographics are changing rapidly, particularly in Europe and North America, as a result of record-high immigration, along with increases in the geographic dispersal, national origin, and linguistic diversity. The number of school-aged children from immigrant families has reached a critical mass in Europe. In cities such as Amsterdam and Rotterdam, one in every two students is a child of immigrants. This will be the norm in much of Europe in the coming decades (Papademetriou and Weidenfeld, 2007). According to the U.S. Census Bureau, immigration, dominated by those from Latin America and Asia, represent one in nine of all U.S. residents, but their children represent one in five of those individuals under the age of 18 and it is projected that by 2040 one in three children will fit this description. Meeting their linguistic and academic needs places unique demands/challenges upon schools, colleges, training centers, and other forms of informal, non-traditional educational programs. Many of these children do not speak English well, have low-educated parents (or are functionally illiterate in English, thereby unable to help their own children), and live in poor communities. Additionally, no amount of ESL classes can solve the problem with over 45 languages spoken in a single district because no teacher can conduct classes in English with any hope of success. David A. Urias (ed.), The Immigration & Education Nexus, 1–18. © 2012 Sense Publishers. All rights reserved.