scholarly journals Las Pioneras : New Immigrant Destinations and the Gendered Experiences of Latina Immigrants

2000 ◽  
Author(s):  
Angie Mejia
Keyword(s):  
Latina Immigrants ◽  
New Immigrant Destinations ◽  
Immigrant Destinations ◽  
New Immigrant

New Immigrant Destinations in Global Context

2014 ◽  
Vol 48 (1_suppl) ◽  
pp. 149-179 ◽  
Author(s):  
Jamie Winders
Keyword(s):  
Frame Of Reference ◽  
Foreign Born ◽  
Global Context ◽  
New Immigrant Destinations ◽  
Immigrant Settlement ◽  
The World ◽  
Immigrant Destinations ◽  
Insight Into ◽  
The U.S ◽  
New Immigrant

This article calls for the study of new immigrant destinations in a global context. Although the term “new immigrant destinations” has been primarily associated with the U.S., migration scholars of other regions and countries are examining new or emerging immigrant destinations and the implications of immigrant settlement in places that heretofore have had no notable foreign-born populations. This article argues that expanding the frame of reference for the study of new immigrant destinations provides greater insight into the ways that new geographies of immigrant settlement around the world are re-shaping dominant understandings of contemporary migration processes.

Anti-Immigrant Ordinances and Discrimination in New and Established Destinations

2014 ◽  
Vol 58 (13) ◽  
pp. 1784-1804 ◽  
Author(s):  
Kim Ebert ◽  
Sarah M. Ovink
Keyword(s):  
Mexican Americans ◽  
Upward Mobility ◽  
Local Context ◽  
New Immigrant Destinations ◽  
Local Contexts ◽  
Economic Analyses ◽  
Immigrant Destinations ◽  
Subjective Outcomes ◽  
The U.S ◽  
New Immigrant

Immigrants and their children come to the U.S. in search of upward mobility, but in many contexts they experience discrimination and restrictive political climates. Contexts vary widely, however, given the growing number of new immigrant destinations. Past studies tend to focus on what immigrants and their children are (or are not) doing to adapt to local contexts, a focus that strengthens the perception that immigrants are a “problem” group. In this article, we move the debate away from more familiar economic analyses to assess how destination type and exclusionary ordinances, defined as laws that restrict the rights of and services accorded to immigrant groups, influence “subjective” outcomes, including reports of discrimination among Mexican Americans. Our results reveal three main findings that illustrate the importance of local context. First, individuals living in a county with a greater share of co-ethnics report fewer experiences with discrimination. Second, in counties with an exclusionary ordinance, share of co-ethnics increases reports of discrimination. Finally, being born in the U.S. and speaking English do not provide protection from discrimination; rather, such characteristics shield Mexican Americans from discrimination only in contexts with larger shares of co-ethnics.

Assimilation in New Destinations

Daedalus ◽  
2013 ◽  
Vol 142 (3) ◽  
pp. 107-122 ◽  
Author(s):  
Helen B. Marrow
Keyword(s):  
Research Agenda ◽  
Qualitative Data ◽  
Legal Status ◽  
Host Society ◽  
Immigrant Assimilation ◽  
New Destinations ◽  
New Immigrant Destinations ◽  
Immigrant Destinations ◽  
New Immigrant

This article outlines a long-term research agenda on immigrant assimilation by calling on scholars to be more explicit about how we model and measure assimilation, and to move away from previously aspatial approaches to the topic. After briefly overviewing the field, I draw on original qualitative data from a new immigrant destination region to highlight several places where I believe we scholars can better clarify definitions of and assumptions about assimilation, as well as choices about and interpretations of our data, to foster transparency and facilitate scholarly discovery. I conclude by arguing that scholars working in new immigrant destinations are well poised to examine how legal status – a key structural feature of the context of reception in a host society or locale – shapes assimilation processes and outcomes.

Innovating Practices in New Immigrant Destinations

2019 ◽  
pp. 155-165
Author(s):  
Rebecca Lowenhaupt ◽  
Jason DelPorto ◽  
Yvonne Endara
Keyword(s):  
New Immigrant Destinations ◽  
Immigrant Destinations ◽  
New Immigrant

From Open Doors to Closed Gates: Intragenerational Reverse Incorporation in New Immigrant Destinations

2018 ◽  
Vol 53 (4) ◽  
pp. 1002-1031 ◽  
Author(s):  
Jennifer Jones
Keyword(s):  
North Carolina ◽  
Latino Immigrants ◽  
Immigrant Incorporation ◽  
Immigration Enforcement ◽  
Downward Mobility ◽  
New Immigrant Destinations ◽  
And Shifts ◽  
Immigrant Destinations ◽  
New Immigrant

Existing paradigms of immigrant incorporation fruitfully describe immigrants’ upward or downward mobility across generations. Yet we know very little about intragenerational change. Drawing on a case in which upwardly mobile Latino immigrants see their gains reversed, I model what I call intragenerational reverse incorporation. In doing so, I theorize how incorporation gains can be undone through institutional closure and shifts in reception attitudes spurred by securitization and intensified immigration enforcement. Drawing on data gathered in Winston-Salem, North Carolina, I show how these changes both marginalized and racialized Latino immigrants, who in turn internalized and politicized their new status.

Changing demographics, changing practices: teacher learning in new immigrant destinations

2017 ◽  
Vol 2 (1) ◽  
pp. 50-71 ◽  
Author(s):  
Rebecca Lowenhaupt ◽  
Todd D. Reeves
Keyword(s):  
Professional Development ◽  
General Education ◽  
Teacher Learning ◽  
Teacher Collaboration ◽  
Immigrant Students ◽  
Learning Opportunities ◽  
Content Type ◽  
New Immigrant Destinations ◽  
Immigrant Destinations ◽  
New Immigrant

Purpose Changing immigration patterns in the USA have led to a growing number of “new immigrant destinations.” In these contexts, opportunities for teacher learning are crucial for developing the school capacity to serve the academic, linguistic and socio-cultural needs of immigrant students. In response, the purpose of this paper is to examine how schools in Wisconsin provided both formal and informal teacher learning opportunities to develop the instructional capacity to support recent immigrants, specifically Spanish-speaking English language learners (ELLs). Design/methodology/approach Using descriptive analyses of teacher and administrator survey and interview data, this study examined the focus and within-school distribution of formal professional development, as well as teacher collaboration as a mechanism for informal learning. Findings Most commonly, professional development focused on concrete strategies teachers might enact in their classrooms, rather than developing broader understandings of the needs of immigrant students. In addition, formal professional development commonly targeted particular groups of teachers, rather than faculty as a whole. Finally, general education-ELL teacher collaboration was most often deployed “as needed” and focused on particular student needs, rather than systematically. Research limitations/implications Future work might address the limitations of this study by examining teacher learning opportunities in new immigrant destinations in other locales, the quality and effectiveness of such opportunities, and other mechanisms for the distribution of expertise. Originality/value Findings suggest the need for more systematic and integrated approaches to teacher learning in new immigrant destinations, with an emphasis on pushing beyond the short-term need for instructional strategies to develop more holistic, collaborative approaches to integrating ELLs into schools and classrooms.

Latino Mobilization in New Immigrant Destinations

2008 ◽  
Vol 44 (5) ◽  
pp. 718-735 ◽  
Author(s):  
Jonathan Benjamin-Alvarado ◽  
Louis DeSipio ◽  
Celeste Montoya
Keyword(s):  
New Immigrant Destinations ◽  
Immigrant Destinations ◽  
New Immigrant
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