Migration

ANTH /SOCI 3326

Professor: Dr. Maria Cristina Morales
Email:, online office hours Wed 5:00-6:00 OR by appointment

TA: Jesus G Smith

Email: , online office hours Tues. and Thurs. 4:00-6:00 OR by appointment

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. 2002. Beyond Smoke and Mirrors: Mexican Immigration in an Era of Economic Integration. Russell Sage Foundation: New York.

Mobasher, Mobsen M. and Mahmoud Sadri. 2004. 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. I advise you to complete the assignments before the due date just in case you encounter technical difficulties. Active participation in this class is required. NO LATE WORK WILL BE ACCEPTED unless you have a university excused absence (signed doctor’s note, documentation of a family emergency, or you are involved in a university sponsored extra-curricular activity that prevents participation)!

Respect

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

Percentage of Final Course
Grade
Reading Quizzes / 25
Discussions / 20
Group Peer Review / 5
Immigration Reform Project / 5
Exams (3@15%) / 45

Final Letter grades System:

Percent
A / 90-100
B / 80-89
C / 70-79
D / 60-69
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).

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: 100-90 points are given for extensive, knowledgeable, and thoughtful discussion; 89-80 points for capable knowledge with less evidence of critical or deep thinking; 79-70 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

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. If you only post individual posting and do not reply to the entries of other students you will only receive a partial grade.

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 (worth 5%).

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 project 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? Why or why not.
  4. How would you deal with labor issue such as demand of immigrant labor?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 dependent on immigrant labor (e.g. construction, service, agriculture industries)
  • Potential migrants

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.

E-Mail Policy and Technical Support

E-mail Policy:
Dr. Morales can be contacted at . You should allow 48 hours for response to an e-mail Monday through Friday. Please consider that I will be available regarding any problems or questions about the material. Do not hesitate to contact me regarding any issues, problems, or ideas about the class. Note, that the blackboard email is the best way to contact me.

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 915.747.4357 or call toll-free 1.866.747.5256. 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. 747-5148) 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:

Mexican Migration Project. Mexican Migration Project. [Also see related data bases.] Philadelphia: University of Pennsylvania. Internet location:

U.S. Census Bureau. 2003. 5-Percent Public Use Microdata Sample (PUMS) Files. Washington, DC: U.S. Census Bureau. Internet location: Last revised: 09 Aug. 2004.

U.S. Census Bureau. 2003. Summary File 4 (SF 4). Washington, DC: U.S. Census Bureau. Internet location: Last revised: 09 Aug. 2004.

U.S. Immigration and Naturalization Service. 2003. Statistical Yearbook. [See 2002 Yearbook of Immigration Statistics.] Washington, DC: U.S. Immigration and Naturalization Service. Internet location:

MinnesotaPopulationCenter. IPUMS: Integrated Public Use Microdata Series. Minneapolis: University of Minnesota, Minnesota Population Center. Internet location:

United Nations Demographic Yearbook.

Course Schedule

DATE / SUBJECT MATTER / READING / ASSIGNMENT DUE
Week 1
Mon. / Introduction to course and review syllabus.
Wed. / Introduce yourself to your group. / Introduction postings due. Aug. 24th
Fri. / Reply to your group. Decide on group team name. / Introduction replies &
Syllabus quiz due Aug.26th
Week 2
Mon. / Background on migration to the U.S. / Saenz, Rogelio, Maria Cristina
Morales, and Maria Isabel Ayala.
2004. “United States: Immigration to
the Melting Pots of the Americas.” Pp.
211-232 in Migration: A Global View,
edited by Maura I. Toro and Marixsa
Alicea. Greenwood Press. (posted
reading) / Reading quiz Aug. 29th
Wed. / Discussion / Discussion question due. Aug. 31st
Fri. / Discussion / Group posting due Sept. 2nd
Week 3
Mon. / Labor Day / Holiday
Tues. / Myths about immigrants / Ch. 12 (Mobsen and Sadri) / Reading quiz
due Sept. 6th
Wed. / Discussion / Discussion question due Sept. 7th
Fri. / Discussion / Group posting due Sept. 9th
Week 4
Mon. / Theories on international migration. / Ch. 1 (pp. 2-12 through Dual Labor Market, Mobsen and Sadri) / Reading quiz Sept. 12th
Wed. / Discussion / Discussion question due Sept 14th
Fri. / Discussion / Group posting due Sept.16th
Week 5
Mon. / Theories on international migration. / Ch. 1 (pp. 13-end, Mobsen and Sadri) / Reading quiz Sept. 19th
Wed. / Discussion / Discussion question due Sept 21st
Fri. / Discussion / Group posting due Sept. 23rd
Week 6
Mon. / EXAM 1
Introduction to Smoke and Mirrors and the history of Mexican-U.S. Migration / Chs. 1 & 3 (Massey et al.) / EXAM 1 (Saenz et al Ch. and Chs. 1 &12
from Mobsen and Sadri) Due Sept. 26th
Wed. / Discussion / Discussion question due Sept. 28th
Fri. / Discussion / Group posting due Sept. 30th
Week 7
Mon. / Immigration policies after 1986 / Ch. 5 (Massey et al.) / Reading quiz Oct. 3rd
Wed. / Discussion / Discussion question due Oct. 5th
Fri. / Discussion / Group posting due Oct. 10th
Week 8
Mon. / The breakdown of Immigration policies / Ch. 6 (Massey et al.) / Reading quiz Oct. 10th
Wed. / Discussion / Discussion question due Oct. 12th
Fri. / Discussion / Group posting due Oct. 14th
Week 9
Mon. / Immigration and Ethnic and Racial Inequality / Ch. 10 (Mobasher and Sadri) / EXAM 2 (Chs. 1, 3, 5, & 6 from Massey et al.)
Due Oct. 17th
Wed. / Discussion / Discussion question due Oct. 19th
Fri. / Discussion / Group posting due Oct. 21st
Week 10
Mon. / Assimilation / Ch.22 (Mobasher and Sadri ) / Reading Quiz Oct. 24th
Wed. / Discussion / Discussion question due Oct. 26th
Fri. / Discussion / Group posting due Oct. 28th
Week 11
Mon. / Colonized and Immigrant Minorities / Ch. 17 (Mobasher and Sadri ) / Reading quiz Oct. 31st
Wed. / Discussion / Discussion question due Nov. 2nd
Fri. / Discussion / Group posting due Nov. 4th
Week 12
Mon. / Gender and Immigration / Ch. 25 & 27 (Mobasher and Sadri ) / Reading quiz Nov. 7th
Wed. / Discussion / Discussion question due Nov. 9th
Fri. / Discussion / Group posting due Nov. 11th
Week 13
Mon. / Transnationalism / Ch. 16 (Mobasher and Sadri) / Reading quiz Nov. 14th
Wed. / Discussion / Discussion question due Nov. 16th
Fri. / Discussion / Group posting due Nov. 18th
Week 14
Mon. / Course project / Ch. 7 (Massey et. al)

immigrationreform/index.php / Course project individual posting due Nov. 21st
Wed. / Course project / Course project replies due Nov. 23rd
Fri. / Thanksgiving Holiday / Holiday!
Week 15
Mon. / Peer evaluations
email to / Due Nov. 28th
Wed. / Course project / Immigration Reform Project / Immigration Reform Group Project Due Nov. 30th
Week 16
Mon. / FINAL EXAM / FINAL EXAM (Chs. 10, 16, 17, 22, 25, & 27 from Mobasher and Sadri) Due Dec. 7th