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ID:
072955
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| Publication |
2006.
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| Summary/Abstract |
As the United States begins the twenty-first century, it remains the world's leading immigration country. In 2000 (the latest year for which migration data are available on a global basis) the United States was home to almost 35 million legal and unauthorized migrants, or 2.7 times as many as any other country. Although other nations have higher proportions of foreign-born residents (e.g., nearly 25 percent in Australia and 20 percent in Canada), the globally dominant position of the United States in regard to numbers of new immigrants reinforces its self-image as a "nation of immigrants," as does the fact that immigration is generally seen as contributing to the country's economic and demographic strength. However, over the past three decades, more and more new arrivals with non-European origins have come to the country (more than four-fifths are Latino and Asian), many with very low levels of education and illegal status at entry. These changes have fueled public concerns and led to heated debates over whether U.S. admissions and settlement-related policies ought to be modified.
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| 2 |
ID:
125149
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2013.
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| Summary/Abstract |
In the next quarter century, North American and Western European societies will face a profound transformation of their working-age populations as a result of immigration, combined with the aging of native majorities. These changes will intensify the challenges of integrating the children of lowstatus immigrants. Abundant evidence reveals that most educational systems, including that in the United States, are failing to meet these challenges; and sociological theories underscore these systems' role in reproducing inequality. However, the history of assimilation in the United States shows that native-/immigrant-origin inequalities need not be enduring. An examination of variations across time and space suggests educational policy changes and innovations that can ameliorate inequalities.
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