Quantitative reasoning in the study of immigration
Prof. Richard Alba, firstname.lastname@example.org, Wednesdays, 2:00 – 4:00, 3 Credits
The goal of this course is a sophisticated understanding of the application of some of the advanced techniques of multivariate analysis. We will not concern ourselves very much with the statistical theory behind the techniques; rather, our concern will be with their implementation in real-world research—the situations where they are appropriate, the decisions that go into using them, pitfalls in their application, and the interpretation of the results they produce. The examples will be drawn throughout from contemporary research in the study of race, ethnicity, and immigration.
Migration and Crime
Prof. Robert Garot – email@example.com, Mondays, 4:15 – 6:15, 3 Credits
Immigration and crime have a long tradition of being connected, not only in the public mind, but also among policymakers. Though the question whether there is a nexus between immigration and crime is discussed widely, a clear answer has yet to be found. Whether speaking of an immigration and crime nexus means that immigrants are thought to be more criminal before they migrate (i.e., criminal members of the sending society tend to migrate more often than non criminal members), turn to a criminal lifestyle after settling in the new country (i.e., due to social, political, and/or economical exclusion), or become criminal through the process of immigration itself (hence, immigration causes immigrants or non immigrants or even both to engage in crime) seems unclear. The fact is that members of some disadvantaged minority groups in every Western country are disproportionately likely to be arrested, convicted, and imprisoned for violent, property, and drug crimes. However, not all disadvantaged immigrant groups have higher crime rates than the native born. In fact, most have lower crime rates and recent research findings show that immigration may even contribute to a decrease of the overall crime rate.
Though specifics vary from country to country, Western societies in particular repeatedly state concerns about immigration and crime. Public opinion has frequently linked trends in immigration to social problems in the country, and has been especially concerned about a possible relationship between rising numbers of immigrants and levels of crime and violence. In the public mind, the post 9/11 period has illuminated immigration and religionin the context of terrorism. As a result, many countries have begun to control immigration in the name of safeguarding their nations against terrorism. At the same time, religious profiling and discrimination – especially against Muslim immigrants – seem to be increasing. This course will explore whether the public perception that immigration increases crime (and terrorism) is actually true. We will analyze the links between immigration and crime by looking at and comparing the experiences of North America and Europe. The course will not only explore if and why immigrants commit more or less crime, but will also look at how criminal law and criminality have become increasingly affected by notions of citizenship in a period of globalization and mass mobility. The course will look at undocumented migrants (illegal immigration) and the control of borders as well as trends in punishment of foreigners (particularly in Europe) and their deportation. Finally, we also consider immigrants as victims of crime in various countries.
Race and Ethnicity
Prof. Philip Kasinitz firstname.lastname@example.org, Wednesdays, 11:45 – 1:45, 3 Credits
Race and ethnicity are constantly changing and evolving, yet they remain among the most persistent forms of structured social inequality. Focusing on the United States, but with reference to other multi-ethnic societies, we will examine the evolution of the concept of “race” and its relationship to racism; the heritage of slavery and segregation and their impacts contemporary life; the origins of modern racism and anti-Semitism, “scientific racism, ” why and how the salience of ethnic identity increases and decreases at particular historical moments, the relationship of race and ethnicity to migration, nationalism, colonialism and class, the growth of the Latino and Asian American populations and what that means for American notions of race, etc. In addition we will take an in depth look at how racial boundaries change, competition and cooperation between ethnic groups in contemporary America and how “racialized” minorities are (or are not) incorporated into different societies. Readings will include works by W.E.B. Dubois; Jean Paul Sartre, George Fredrickson; William Julius Wilson, David Roediger, John Iceland, Richard Alba, Tariq Madood, Alejandro Portes, Stephen Steinberg and Mary Waters.
Prof. Pyong Gap Min email@example.com, Thursdays, 6:30 – 8:30, 3 Credits
We have ushered into the global migration period since the early 1990s. Not only traditionally immigrant-accepting countries, including the U.S. and three former British colonies in the “New World” (Canada, Australia and New Zealand), but also Western European countries and Asian countries have annually received large numbers of formal immigrants or migrant workers/brides over the last two decades. In particular, the U.S. has received the largest number of immigrants annually since the late 1960s, more immigrants than all European countries have received. The influx of immigrants to the U.S. over the last 50 years has changed the face of the U.S., impacting neighborhoods, the economy, the school systems, cuisines, politics, healthcare, and sports.
This course, focusing on international migration, has three main objectives. First, it will provide an overview information about immigration patterns in three areas for students: (1) the U.S., (2) Canada, Australia and New Zealand, and (3) Europe. Immigration patterns include immigration policies, the annual number of immigrants, their national and regional origins, and religious and socioeconomic background. Second, it will compare two mass migration periods in the U.S. (the classical and contemporary periods) in immigration patterns and immigrants’ adaptations. Third, it will help students to learn about U.S. immigrants’ and their children’s adaptations (settlement patterns, socioeconomic adaptations and racialization) and theories of adaptations, especially regarding second-generation immigrants’ adaptations. To summarize the main objectives, this course aims to provide general information about global migration patterns, but focuses on the U.S. context in examining immigrants’ and their children’s adaptations with special attention the differences between turn-of-the-century white immigrant and contemporary immigrant groups.
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This course will focus on how religion plays a central role in social, economic, and political processes surrounding migration and immigration. Drawing on case studies of migration and immigration to the West (primarily to the US), we will see how religion, through a variety of indirect and direct mechanisms, shapes out-migration patterns, remittance use, social incorporation into receiving societies, and forms of political mobilization. Religion can affect out-migration patterns by determining societal structures such as the social location of groups within society, which in turn influences the fundamental characteristics of groups and gives rise to differential state policies towards them. Religion plays a central role in the incorporation of immigrants not just through personal faith, religious institutions, and communities, but through the intersection of the religiously infused identities and concepts of secularism of the receiving and home countries, as well as global politics which can profoundly impact the political incorporation of immigrants and their mobilization patterns. Majority/minority religious status in the homeland can affect activism around homeland issues, while majority/minority religious status in the host countries can mold racial attitudes and self-identification in different ways.
Prof. Pyong Gap Min firstname.lastname@example.org
Soc. 82800, Thursdays, 6:30 – 8:30pm, 3 credits, Room TBA1. The main objective of this course is to provide an overview of Asian-American experiences by covering Asian Americans both as a whole with regard to particular topics and major Asian ethnic groups separately. 2. Major Asian American groups to be covered separately are Chinese, Japanese, Filipino, South Asian, Korean, and Indo-Chinese (Vietnamese, Cambodians and Laotians). – General topics to be covered are immigration (history and contemporary trends), settlement patterns, socio-economic adjustment, prejudice and discrimination experienced, family and gender issues, community organization, ethnicity (ethnic attachment, ethnic identity, and ethnic solidarity), religious background, and intergenerational transition. – Specific topics and theories to be covered include the following: the model minority thesis, pan-Asian ethnicity, multiracial Asian Americans, Asian Americans’ positioning in U.S. race relations, the effects of globalization on Asian immigration patterns, Asian Americans’ transnational ties, Asian Americans’ political development, Korean-Black conflicts, intermarriage patterns.
Second Plus Generations and American Immigrant Integration