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Schools across the United States serve children from families that have crossed the U.S. border without documents. Some of these children have crossed the border themselves. For teachers and other educators, the Supreme Court decision of "Plyler v. Doe" (1982) has set the precedent that all children in the United States are entitled to a public education, regardless of their immigration status. Nevertheless, undocumented immigration remains a highly polarizing issue, and the struggles of immigrant children and their families often takes a back seat to political posturing. The authors of this article believe that it is an act of both courage and solidarity for teachers to provide support for undocumented children and their families. They also assert that it is a moral duty supported by international human rights agreements signed by the United States. The following research study raises questions about how the United States serves and supports the children and families who arrive in our schools and communities with or without "papeles" ("papers")--documentation of their legal entry into the country; about how much Americans will tolerate the abuse, neglect, and death of men, women, and children who attempt to cross our border with Mexico; and about men, women, and children who attempt to cross our border with Mexico. This study describes the involvement with a humanitarian organization on the Arizona border with Mexico, and what was learned from conversations with ranchers, border patrol agents, Mexican officials, and the migrants themselves.

In the current age of border talk, border enforcement, and of draconian policies that further separate and break up families, children who remain in the country of origin are rarely asked what they understand the border and the United States to be like. Media vehicles and academic papers have reported the brutal effects of family separation at the border for children and families. In order to further understand how young children make sense of their feelings of loss and separation psychologists and members of the American Academy of Pediatrics have collected drawings done by children to understand how trauma has manifested in the minds of children during detention and separation. However, another facet of children's perceptions of the United States, migration and family separation also exist a little farther away from the physical border that divides the U.S. and Mexico. This paper, then, addresses the questions: How do Mexican children in Mexico make sense of their family separation through their drawings? How are children's drawings and narratives describing how they see and understand the United States? In this paper, we analyze 50 drawings from children in Puebla, Mexico who have one or more parents living in the United States. Data for this paper stems from a 3 year, multi-sited ethnography that spanned New York City and several states in Mexico.

This practitioner inquiry article examines the role that multimodal literacy plays in the organizing of Latinx immigrant youth in the U.S. Co-written by two of the youth who participated in this research, alongside the fellow immigrant activist who designed and carried out the year-long study, this paper analyzes a subset of qualitative data from the research and argues that young Latinx immigrant organizers are organic intellectuals who, as grassroots educators, mobilize their coalitional multimodal literacies to critically examine the common sense, meaning the dominant and taken-for-granted assumptions, of the immigrant rights movement in the U.S., and transform it into one that is inclusive, intergenerational, and challenging of colonial logics that separate oppressed and racialized communities from each other. Implications include conceptualizing socioemotional relational intuition as a component of multimodality and engaging young Latinx immigrants as grassroots educators whose coalitional multimodal literacies envision and enact a decolonial world.

This paper compares the educational achievement and growth of Latinx third through eighth-grade students attending school along the U.S.-Mexico Border and in the interior of the four Border states. The theories of structural and legal violence predict that powerful Anglos have created systems of social reproduction, concentrated disadvantage, and immigration law that reduce Latinx education close to the U.S.-Mexico Border. We test these theories with data from the Stanford Education Data Archive (SEDA), which contains information on Latinx achievement and growth in all public school districts in the four Border states. We find that Latinx achievement and growth are similar along the Border and in the interior except in Texas, where concentrated disadvantage dramatically lowers Latinx achievement and growth. We also find that social reproduction is more beneficial for Latinx youth along the Border because, surprisingly, Latinx adults tend to be more educated near the border than in the interior. We find no evidence that immigration laws reduce education more near the Border than in the interior. We discuss the implications of our findings for theory and policy.

No term defined the last U.S. presidency, and public discourse accompanying it, more so than "the Wall" and, with it, the U.S.-Mexico border more broadly. That discourse, however, has mostly been characterized by an a-historic, unproblematized, and under-theorized notion of "border." Our experiences as curriculum scholars and teacher educators have illustrated that a similar stance about the border has taken place in public education. We begin from the assumption that the border is very real, but it is socially constructed and maintained, and impacts different groups differently. Borders are thus not only geographic markers but political, cultural, economic, and psychological disruptors of places and those living in them. In order to better understand these complex dimensions, we engage in an extended analysis of two cases, the U.S.-Mexico border and the internal displacement of the Rohingya of Myanmar, building upon prior theorizing by considering both the discursive and affective dimensions of each and implications for curriculum and pedagogy. The paper concludes with suggestions for applying these considerations in practice and questions for future inquiry.

This paper examines the relationship between skills prices (wage premiums) and inequality in migrant sending countries (mainly from Latin America) and explores the implications for education policies. Most of the evidence is based on the case of Mexico, a Latin American country that is also an Organisation for Economic Co-operation and Development (OECD) member. Despite the belief that Latin American countries tend to pay less for their skilled workers than developed countries, they invest a considerable amount of their Gross Domestic Product (GDP) in education and sometimes in scholarships abroad. Therefore, our main question is: Are skill prices really so proportionately low in Latin America? Likewise, what are the impacts of skills prices on migration in Latin America, and Mexico in particular? And, what is the importance of "brain drain" in terms of the relationship between migration and education? We find that despite the enormous inequality in the region, skills prices are not low. Furthermore, high expenditures on education combined with low skills prices do not necessarily result in brain drain. Other factors, such as perceptions of insecurity and corruption, have a stronger effect on the migration of Mexican professionals. Likewise, although high skills prices may lead to economic development, they may also increase social inequality, leading to greater brain drain. Therefore, the expansion of higher education is recommendable even if it reduces salaries and wage premiums in the short term.

The Changing Academic Profession (CAP) international survey was designed in part to consider the effects of globalization on the work context and activities of academics in 19 countries or regions around the world. This paper draws from a subset of these data to explore the extent to which academics are globally connected in their research and teaching, and the ways this connectedness relates to global migration. Across multiple measures, immigrant academics (i.e., academics working in countries where they were not born and did not receive their first degree) were more globally connected than national academics (i.e., those working in the countries of their birth and first degree). Global migration by academic staff is clearly a major contributor to the internationalization of higher education institutions, yet there was no evidence these contributions led to enhanced career progress or job satisfaction for immigrant academics relative to national academics. The international expertise and experience of immigrant academics may not be sufficiently recognized and valued by their institutions.

This essay addresses Katherine Richardson Bruna's paper: "Mexican Immigrant Transnational Social Capital and Class Transformation: Examining the Role of Peer Mediation in Insurgent Science", through five main points. First, I offer a comparison between the traditional analysis of classism in Latin America and Richardson Bruna's call for a class-first analysis in the North American social sciences where there has been a tendency to obviate the specific examination of class relations and class issues. Secondly, I discuss that a class-first analysis solely cannot suffice to depict the complex dimensions in the relations of schools and society. Thus, I suggest a continuum in the class-first analysis. Third, I argue that social constructions surrounding issues of language, ethnicity, and gender necessarily intersect with issues of class and that, in fact, those other constructions offer compatible epistemologies that aid in representing the complexity of social and institutional practices in the capitalist society. Richardson Bruna's analysis of Augusto's interactions with his teacher and peers in the science class provides a fourth point of discussion in this essay. As a final point in my response I discuss Richardson Bruna's idea of making accessible class-first analysis knowledge to educators and especially to science teachers.

Through narratives taken from life history interviews with an indigenous Mexican male immigrant in California, this paper examines the connection between masculinities and the learning of dominant languages associated with access to economic opportunities. In portraying the teller's engagements with work and education in both countries, these life history narratives index the way changing social contexts have caused him to emphasise different masculinities at different times in his life. Specifically, this paper explores the way a serious work injury led the teller to place new emphasis on learning English and computer skills in order to reconstruct a kind of "technical masculinity" that he had previously found little scope for in the United States.

This paper presents findings from a qualitative study conducted in fifth and sixth grade classrooms in five public schools in Guadalajara, Mexico, in June of 2009. The goal of the study was to learn about current instructional and institutional practices in a region with high migratory rates to the United States, with the express purpose of understanding the type of school experiences Mexican-born English learners usually gain before entering the American school system. Findings include close teacher-student relationships, a strong respect for teachers, school-wide disciplinary chants and in-class routines in which all students participate, and the integration of Enciclomedia in the classroom.

Initially written in the form of an essay, this letter is written to my children from a place called Land. It unveils the entanglements coloniality creates in young, racialized, and gendered lives through the colonial logics structuring childhood, memory, and borders. From a diasporic perspective, Land emerges as "flesh" rooted in the "saberes," the knowledge of our mothers and grandmothers. Remembering and returning to the places we call home, in my case, US/Mexico border, help us grapple with trauma and also learn ways people respond to the violence. I illuminate the colonial wounds we bare and the knowledge we carry to suture and heal.

This paper discusses findings from focus groups with youth located in underprivileged surroundings in one large multicultural city in Canada and in a moderately large city in Mexico, examining their understandings and lived experiences of migration-related conflicts. Canadian participants framed these conflicts as a problem of racist attitudes towards immigrants in an otherwise welcoming city. Mexican youth understood emigration as a questionable individual dream to overcome precarious economic conditions, bringing about violence to those travelling and family fractures for those who stay. We identify tensions between these dominant narratives about mobility and conflict--usually also present in intended curriculum--and students' first-hand, every day experiences with migration in each setting. We point out to youths' contrasting imaginaries of citizenship--sense of agency and identity positions--with regards to migration in each setting, showing the limited opportunities they have to make sense of their lived (globalized) conflicts beyond their own localized cultural explanations. We argue that connecting the recognition of cultural differences in the world with the power imbalances, unequal positions, and historically structured global inequities revealed by issues such as migration, must become a crucial effort in citizenship education on global issues.

This comparative study examines the learning trajectories of two groups of Mexican novice language teachers, three locally raised and educated ones and three repatriates from the USA. The study makes use of a combination of retrospective life-history research and the analysis of academic documents to look at the interrelationship between teachers' identities and their degree of investment in academic and professional activities. The analysis revealed marked differences in the ways in which these two groups of teachers' identities have been developed. While the locally educated teachers have constructed strong and articulated identities as a result of a stable family context and smooth transitions in their lives, the development of their returnee counterparts' identities has been characterized by fragmentation due to the little, or lack of, stability in their home contexts as well as the complex and painful transitions in their lives. The paper discusses the impact that these differences have on participants' degrees of investment in educational and work-related opportunities available to them in their contexts. Implications for researchers, language teacher trainers and applied linguistics academic program administrators are provided.

This paper explores the ways in which Mexican immigrants experience, narrate, and describe stress and the extent to which it impacts their efforts at engaging in physical activity using a biocitizenship framework. Data were derived from a mixed-method study among Mexicans living in New York City recruited from a large Catholic church. The qualitative sample of 25 participated in quantitative and qualitative components of the study and as such we include some of these quantitative indicators as descriptors. Our main qualitative findings reveal that study participants experience stress and time constraint as factors that contribute to the waning of their physical and mental well-being. As such, time constraints for many of our participants were among the factors that contributed to high perceived levels of stress. They attributed this to their difficulty maintaining a physically active lifestyle due to factors like the fast-paced lifestyle in New York, working long hours, and not having enough time to exercise, though some important differences in narratives were noted across gender. Findings have implications for interventions aimed at improving the health of immigrants in general and Mexican immigrants in New York City specifically. [ABSTRACT FROM AUTHOR]

The article discusses the Sarah Mazelis Paper of the Year Award, which recognizes authors whose articles in the journal "Health Promotion Practice" made contributions to the fields of health education and health promotion and reports that in 2014 the award was given for the article "Integrating Health Literacy and ESL: An Interdisciplinary Curriculum for Hispanic Immigrants" by Francisco Soto Mas, Erika Mein, Brenda Fuentes, Barry Thatcher, and Héctor Balcázar.

In this paper, I use critical discourse analysis to analyze a student's narrative about the arrest, incarceration, and deportation of her mother to Mexico. The student, Gisela, was a fifth grader in my classroom during the 2008/2009 school year, and I encouraged the students to collect family stories from their relatives. Gisela created this story, and she wrote and illustrated this with the help of her father, student peers, and me. I draw on Gloria Anzaldúa's constructs of nepantla and nepantlera, narrative analysis, and systemic functional linguistics to show how Gisela's construed this story to create a powerful and creative narrative that disrupted autonomous forms of literacy along with the excluding and damaging discourses circulating about immigrants in our community.

In this case study, I use an ethnographic-style approach to understand the funds of knowledge of immigrant families living in "colonias" on both sides of the US/Mexico border. I focus on how these "knowledges" and concomitant experiences impact the ways we perceive and treat immigrant students who have all too often been viewed through deficit lenses that relegate them to the lowest expectations and outcomes in the classroom. I find that Mexican and Mexican-American families hold unusually sophisticated and relevant "knowledges" to mitigate their everyday lives. In this paper, I will refer to citizens of Mexico, whether they reside in Mexico or have crossed to the United States legally or without documentation for purposes of work, as Mexican. People who have crossed the border and are living in the US as legal residents or have gained citizenship are referred to as Mexican-Americans. They live a hybrid identity that is varied and dynamic, an issue that adds to the complexity of the content and contexts of this study. These families know and use these "knowledges" on a daily basis, yet they are not recognized by teachers in the US as a starting point to affirm and support immigrant children. Instead, immigrant children are relegated to the non-gifted and lower track classes where science is taught from an abstract and non-contextual and therefore less engaged basis. The approach I outline here, based on insights from my case study, can greatly improve teachers' abilities to prepare their curricula for diversity in science education and science literacy as well as for broad expectations for student success.

Current figurations of the "immigration problem" in the United States challenge our understanding of the rhetoricity of contemporary bordering practices. The public discourse of the Minuteman Civil Defense Corps serves to chart the alienization of undocumented migrants and the enactment of alien abjection on the U.S.-Mexico border. Alienization promises an antidote to majoritarian anxieties regarding national disunity in the form of a shoring-up of cultural boundaries that border-crossing subjects render troublesome. Ultimately, the fence logic engendered by groups such as the Minutemen reveals how struggles over the boundaries of citizenship both enable and limit an affect-charged civic imaginary. (Contains 81 notes.)

This essay examines the working-class Mexican experience as represented in Jorge Ulica's "Cronicas Diabolicas," which he published between 1916 and 1926. What unites the wide-ranging subject matter of the chronicles is the author's resolute interest in maintaining his working-class compatriots' cultural and ideological ties to Mexico. Ulica expertly manipulated the chronicle as a useful medium by which to express his disgruntled warnings about the effects of U.S. society on working-class Mexican families. Deep within the "cronicas," Ulica goes to great lengths to lampoon three particular types of characters: (1) Mexican Americans who take advantage of their more naive, recently arrived brethren; (2) Mexicans who erroneously believe they have an understanding of English and attempt to translate for others; and finally, (3) Mexicans who have become enthusiastic and uncritical consumers of American goods and services. What is most striking in "Cronicas" is that women commonly embody the three unfortunate types all at once. Yet despite the fact that the writings present an intriguing relationship between women's social adaptation in the United States and what is perceived as the erosion of "traditional" Mexican culture, most scholarly analysis of the work instead debates its usefulness as a forerunner of Chicana/o literature or whether its author politically aligned himself with the working-class Mexicans about whom he wrote. The author argues, however, that Ulica's writings have much more to reveal about an emerging Mexican American identity, particularly as it is expressed through gender and consumption. In fact, the intersection of gender and consumption is a critical space where the meaning of being "Mexican" or "Mexican American" is enacted. Social and cultural change is inherently marked by commodities and products in the home, a reality upon which Ulica eagerly seizes. He writes with an eye toward strengthening male homosocial bonds in order to save Mexican men from the perils of "feminized" consumption that he fears will undermine Mexican national identity. In this vein, he attempts to unite across class lines an imagined community of male readers through disparaging women as the primary and most frivolous consumers in the home. Ulica sees American-style food, fashion, and household products as wearing away Mexican immigrants' ties to their country of origin, and he worries that consumption of these items will lessen the chances of returning to Mexico when the Revolution has ended. (Contains 4 notes.)

This paper presents findings from an innovative school-based youth radio project for Mexican immigrant students. We draw on ethnographic and discourse data collected over an academic year, including multiple data representations from video and audio recordings, radio production artefacts, interviews, and still images. We begin our discussion with a close analysis of a rich moment in the project brought-on by the collision of divergent and contested models of literacy. We then follow the thematic development of literacy across chains of events and contexts to understand how literacy was constructed and enacted in relation to language, identity, empowerment and voice. The findings suggest that although school-community linked collaborations can give rise to contradictions and disturbance, such collaborations have the potential to become productive learning contexts for disaffected and underachieving students and their teachers. (Contains 2 tables, 1 figure, and 1 note.)

The Center for Migration Studies of New York (CMS) initiated its "Democratizing Data" project in 2013 to make detailed demographic information widely available on the US undocumented, eligible to naturalize, and other non-citizen populations. The paper begins by outlining top-line findings and themes from the more than 30 CMS studies under this project. It then examines and refutes four persistent misconceptions that have inhibited public understanding and needed policy change: (1) migrants never leave the United States; (2) most undocumented migrants arrive by illegally crossing the US-Mexico border; (3) each Border Patrol apprehension translates into a new undocumented resident; and (4) immigrants are less skilled than US-born workers. The paper then offers new analyses in support of select policy recommendations drawn from a decade of democratizing data. It concludes with a short reflection and a case study on the failure of data, evidence-based policy ideas, and national ideals to translate into necessary reform. [ABSTRACT FROM AUTHOR]

Schools face increasing diversity within their student population while teachers remain predominately White, female, and middle class. These contrasting demographics demand that teacher preparation programs produce culturally competent teachers who are able to work effectively with students and families from backgrounds different from their own. For teacher candidates who may lack a critical view of society, exposure to the experiences of diverse families and discussions related to the impact of such experiences on parent involvement and school personnel interaction is essential. This paper describes experiences of discrimination faced by Latina single mothers of children with a disability. A discussion of results and implications for teacher educators with suggestions for use of findings with teacher candidates is included. (Contains 2 tables and 2 footnotes.)

Utilizing data on approximately 16,000 children from the Early Childhood Longitudinal Survey-Kindergarten Cohort and a rich set of mediating factors on 16 immigrant groups, this paper examined the associations between children's immigrant generation status and their academic performance. The changes in academic achievements during kindergarten and first-grade were also examined to explore the varying learning paces exhibited by children from different countries of origin. Results indicate that, compared to third and later generation non-Hispanic white children, children of Latin American regions tended to have lower reading and math scores, while children of Asian regions tended to have higher reading and math scores. In addition, although children of immigrants may have either higher (e.g., children from East Asia) or lower scores (e.g., children from Mexico) by first-grade compared to third and later generation non-Hispanic white children, the former generally learned skills at faster paces, thus widening (e.g., for children from East Asia) or narrowing (e.g., for children from Mexico) academic achievement gaps. Child and family characteristics accounted for a large share of the differences in children's academic achievements. Home, school, and neighborhood environments may also matter but to a lesser extent. Research implications are discussed. (Contains 8 tables and 8 footnotes.)

Children of Mexican immigrant families represent the largest segment of immigrant children in the U.S. Achievement gaps of Mexican immigrant children compared to their peers present at the beginning of kindergarten persist throughout the K-12 years. These achievement differences are partly influenced by the level cultural and linguistic sensitivity in the school. This paper explores the cultural context of schooling at a public primary school in Mexico via field observations and interviews with students, teachers, school administrators, and parents. Findings are couched in the context of improving practices and policies in U.S. schools that serve Mexican immigrant children. (Contains 2 tables and 7 figures.)

U.S. support for border enforcement in Mexico has been ongoing for decades, but in 2014, after the arrival of unprecedented numbers of Central American minors and families to the U.S., even greater pressure was placed on Mexico to seal its border with Guatemala. This paper explores the resulting tensions between Mexican border enforcement policies outlined under Programa Frontera Sur, intended to tighten security and surveillance in the south of the country, and Mexico's 2011 Migration Law, intended to facilitate the protection of migrants' rights. Through ethnographic fieldwork, I examine how the borders of the Mexican state are maintained through the (il)legibility of administrative rules and procedures in the context of conflicting immigration agendas. Specifically, this paper explores the precarious paths to legal protection via regularización de estancia por razones humanitarias, a temporary legal status granted to victims of grave crimes. It traces applicants' circuitous trajectories through bureaucratic processes and evolving enforcement landscapes, noting the costs and contingencies involved in making claims 'legitimate' and legible in the eyes of the state. This paper also brings attention to the positioning of migrant shelters at the margins of state inclusion, where formal and informal mobilities often intersect. As a feminist geopolitical study of state bordering practices, this research is useful in understanding lived impacts and responses to more recent strategies of administrative border enforcement, including the MPP and Title 42 programs. [ABSTRACT FROM AUTHOR]

This paper investigates the role of parental absence due to migration on education and labor market outcomes of children left behind in Mexico. I look at the effect of absence at different moments of a child's educational career and estimate the impact of the timing of a parent's migration in order to understand how mother's and father's inputs affect children's outcomes at different ages. Results show that a mother's migration when the child has to start a new level of schooling, i.e. when investment decisions on children's education must be made, has a significant negative impact on children's schooling. Also the duration of mother's absence plays a role: the longer the mother's migration, the less children are educated. I find that, when the mother migrates, daughters substitute the mother's work in or outside the household, depending on their age. [ABSTRACT FROM AUTHOR]

Because mobility has been described as a key element of the academic habitus and a well‐established norm in scientific life, people moving within academia have been generally considered to be "knowledge migrants" and "talent migrants." Indeed, the literature rarely takes a labour market perspective when analysing academic mobility. However, Southern European academia is largely characterised by challenging working conditions, low wages, and a lack of fair competition for positons, all of which negatively affecting job prospects. Based on 25 in‐depth interviews, this paper explores the reasons behind the migration of a group of Spanish and Italian academics in Mexico with a view to bringing into focus the role of economic/labour and career‐related reasons in migration decisions. We find that their experiences fall along three main academic trajectories, which are distinguished by the stage in the participants' careers at which they decided to migrate and the channels by which they entered Mexican academia. Common to all three groups is the identification of the economic crisis and a lack of institutional support as strong motivating factors in their decision. Underlying this is the question of whether the studied group is best viewed as "knowledge"/"talent" migrants who have followed certain institutional channels or "economic migrants" who are somehow pushed to work abroad by the lack of good employment in their countries of origin. The paper also challenges mainstream ideas about academic mobility, in the sense that the literature has not considered the attractive power of universities/research centres located in the Global South. [ABSTRACT FROM AUTHOR]

Background. Occupational stress is a phenomenon affecting people worldwide. Investigating occupational stress among immigrant worker populations will unravel some of the intricacies of this condition and its psychological effects on this population. Aim. This paper conceptually examined occupational stress within the context of immigrant workers' mental health and offer an operational definition to aid nurse researchers, educators, and practitioners in assessing and managing patients and developing culturally appropriate interventions for this population. Design. Walker and Avant's eight-step concept analysis is used as an organizing framework. Data Source. MEDLINE, CINAHL, OVID, PubMed, and APA Psych Info. Review Methods. Keywords job stress, immigrant work stress, occupational stress scale, immigrant work-related stress, and mental health were used. The search yielded 142 articles; 17 were selected based on the effect of work stress on mental health. Results. This analysis found that occupational stress can be attributed to communication problems, alienation, discrimination, and barriers to work-life balance can cause negative consequences among immigrants. An operational definition is also provided. Conclusion. There is a growing need to examine closely and differentiate between occupational and acculturative stress to navigate a more profound understanding of how these conditions negatively complement each other. [ABSTRACT FROM AUTHOR]

This paper examines Mexico's governmentality of extracontinental migration in transit to the United States. It argues that, in the context of transit control regimes, exemption is instrumentalised as a bordering mechanism and practice in which transit states assume, react and utilise their role as a 'transit' country. By drawing on statistical information about migrant populations from Asia and Africa intercepted by Mexican authorities from 2010 to 2019, four arrangements are identified: (1) sporadic expulsion, (2) regularisation façade, (3) guardianship and (4) self-deportation. The analysis sheds light on the transformative and adaptive dimension of the Mexican Transit Control Regime and how this is geared towards maintaining its focus on intercepting and deterring Central American migrants in transit to the United States. [ABSTRACT FROM AUTHOR]

Mexican Americans are at increased risk for obesity upon immigration to the U.S., increasing their risk for diabetes, cardiovascular disease, and cancer. Our pilot individual lifestyle intervention culturally tailored for Mexican Americans, COMIDA (Consumo de Opciones Más Ideales De Alimentos) (Eating More Ideal Food Options), showed promising results. This paper presents outcomes from the group-based version of COMIDA. 129 overweight/obese Mexican Americans were enrolled in 'Group COMIDA'. Participants' weight (primary outcome), dietary intake and nutrition knowledge (secondary outcomes) were assessed pre- and post-intervention. Seventeen percent of participants experienced 5% weight loss at follow-up. Post-intervention, participants consumed more fruit and vegetables and fewer sweets and fried foods. A group-based, culturally adapted lifestyle intervention may be a more cost-effective approach than individual interventions to improve dietary behavior among underserved populations, though additional modifications may be considered to increase the intervention's effectiveness in promoting significant weight loss. [ABSTRACT FROM AUTHOR]

Describes the educational situation facing "retornado" families and children, Mexican transnational immigrants moving between New York City and Puebla, Mexico. Examines factors underlying the current lack of first language and second language instruction for the Spanish-English bilinguals returning to live in Mexico. Offers suggestions for how Mexican educators can better serve transnational students. (Author/VWL)

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This paper explores the ways in which neoliberal policies enacted by elites across the Northern Triangle have led to increased violence in Central America, a lived experience that continues as individuals migrate to Mexico and the United States. In this work, I examine how neoliberal polices in the region have created limited economic opportunities and means of subsistence for the poor in Central America, as well as the rise of extra-legal actors and criminal enterprises. Together these conditions leave Central Americans with no choice but to migrate north. This paper then explores the violence migrants experience as they move through Mexico. In this stage of the journey, migrant bodies are objectified and then commodified as cheap labor for the global market as well as local economies of violence. Lastly, I discuss the multiple zones of violence that migrants experience at Mexico's border with the United States. This project relies on in-depth, semi-structured interviews (n = 99) with Central American migrants over the course of 4 years (2014–18). Ultimately, I find that for Central American migrants, violence can be a seemingly inescapable reality as neoliberal forces maintain and normalize violence in order to preserve an established social order at the expense of these migrants. [ABSTRACT FROM AUTHOR]

While the majority of our Catholic schools in the United States today are far from their roots as schools run by immigrants for immigrants, the stories of immigrant teachers in our Catholic schools remain. With the majority of immigrants coming to the United States today from Mexico and Latin America, the Hispanic educators in our Catholic schools are highly diverse. A striking finding from the "Cultivating Talent" report is that nearly 40% of Hispanic teachers and 27% of Hispanic leaders in Catholic schools are immigrants, proceeding from nearly every Spanish-speaking nation, mirroring the backgrounds of students and families in their communities (Ospino and Wyttenbach, 2022). Their presence enriches the Catholic educational experience in the United States with important global perspectives. This paper aims to tell the counternarratives of immigrant teachers and shed light on the contributions they continue to bring to Catholic school communities and the challenges they face. [ABSTRACT FROM AUTHOR]

Copyright of AIDS & Behavior is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyses news articles covering the clashes between the migrant caravan and border authorities at the Mexico–United States border in American and Central American print media outlets. On the 26th of November 2018, the migrant caravan, who had walked from Central America towards the United States, was stopped by American authorities with the use of rubber bullets and tear gas. This paper examines the language used in newspapers to address the issue, as well as the actors involved with it. This is carried out through analysis in terms of transitivity and vocabulary. The results show an overall depiction of the clashes as a cause–effect event in which the migrants took actions first. This put the actions taken by the border authorities as adequate and expected given what caused them. [ABSTRACT FROM AUTHOR]

Reviews and evaluates a case which arose over an attempt to deny undocumented immigrant children access to public education. Social, political, and educational issues pertinent to the case are considered. Provides social and demographic data from a sample of parents of undocumented children while analyzing the international ramifications of the case. (Author/RDN)

Copyright of Estudios Demográficos y Urbanos is the property of El Colegio de Mexico AC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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This paper constructs and tests a model that incorporates relative deprivation into the migration decision. Relatively deprived individuals view their situations as less than a community standard. Another innovation of this paper is the utilization of a cluster approach to wage differentials. This cluster method takes account of individual characteristics while avoiding the severe multicollinearity problems inherent in the standard wage equation approach. Using data from the Mexican Migration Project, relative deprivation is found to be a significant motivating factor in domestic migration decisions. The results also suggest that Mexico-US migration may be increasing relative deprivation in Mexican communities. For policymakers, the results indicate that policies attempting to slow domestic rural-to-urban migration must address both relative and absolute outcomes in communities. Investments in communities that raise aggregate incomes, but increase relative deprivation, could result in an increase in migration out of the community, not in a decrease as intended. [ABSTRACT FROM AUTHOR]

The subject of transnational migrant governance is even more important when migration involves groups who are excluded and marginalized in the country of residence as well as in the country of origin. This is especially the case for indigenous Mexican migrants who have no full citizenship and no economic opportunities in Mexico and who are illegal and socially discriminated against in the United States. Therefore, the central question addressed by this paper is how indigenous migrants actually face these challenges and whether they organize and construct their own community governance as an answer to social exclusion and marginalization in ways which go beyond conventional "state" or "market" forms of organisation. Based on data collected from ethnographic research in Los Angeles, I argue that indigenous migrants from Mexico's southern state of Oaxaca build their own governance structures through a well institutionalized community based on a diverse network of migrant organizations, which open up wide transnational sociocultural and political spaces that connect their urban community in Los Angeles with their rural communities back in Oaxaca. Here, in contrast to other migrant groups, they apply their traditional indigenous community governance approaches, called usos y costumbres and tequio y cargo, as a means of sustaining identity and belonging, sharing social and economic capital and securing an independent toehold in the host nation. [ABSTRACT FROM AUTHOR]

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Research on factors affecting parenting for Latino families with young children is predominately reported using the aggregate category, "Hispanic" which obfuscates the unique contexts and challenges of specific ethnic/racial groups. Aggregate reporting of results obscures the unique social, cultural and historical experiences that inform parenting behaviors of historically marginalized families. This paper explores within group differences for Mexican and Puerto Rican mothers vulnerable to child welfare involvement. Data were drawn from the National Survey on Child and Adolescent Well-being II—Restricted Release (NSCAW-II), a nationally representative sample of child welfare involved families. Puerto Rican mothers were found to have significantly higher rates of risk factors (e.g., unemployment, depression, and IPV) compared to Mexican mothers. Results from this study illuminate within-group heterogeneity among Latina mothers related to their vulnerabilities to child welfare involvement. Attention to heterogeneity of Hispanic mothers allow for more refined assessments and interventions. [ABSTRACT FROM AUTHOR]