Latino Immigrants in U.S. Society L301 Fall Semester 2005  Classroom:  Hours: 4:00PM-5:15PM  Mon. Wed. Dr. Antonio de la Cova Office: Sycamore Hall 039 Phone: 855-4745

COURSE OBJECTIVES: An analysis of Latino immigration to the United States with a special emphasis on the diversity of the immigration experience by national origin, region of settlement, and gender. In order to understand this experience, we will pay particular attention to the histories of Latino immigration to the United States in order to identify similarities between the receptions of Latino immigrant groups and other immigrants in history. We will also discuss predominant theories of international immigration, relationships between the historical and contemporary context, immigration policy, and the adaptation of Latino immigrants in the U.S.

COURSE REQUIREMENTS: In order to maximize student learning, there will be Power-Point lectures, video analysis, and readings that require taking notes. Students are expected to use logical arguments sustained with evidence in class discussions and to improve their reading, writing, analytical, and speaking skills. The
IU Writing Tutorial Services can provide Discipline- and Course-Specific Tutoring if needed, which includes appropriate citation styles.

Students are also expected to check the course website on Oncourse on a regular basis, as important announcements, writing assignments, exam reviews, grades, and other items will be posted there. To access Oncourse, go to:  http://oncourse.iu.edu. Then log in with your IU network ID and password, and click on the L301 course line to enter the page.

READINGS: You are expected to read the assigned text and OTHER READINGS assigned weekly through E-Reserves. Select the Latino Studies Department and my name as instructor and use your contract password for access to the readings. Questions regarding the text and articles will appear on the exams. Students are expected to come to class prepared to discuss the assigned readings.  The required text is:

Ann Millard and Jorge Chapa. Apple Pie & Enchiladas: Latino Newcomers in the Rural Midwest. Univ. of Texas Press, 2004. ISBN: 0-292-70568-9

GRADING:

Class Participation and Attendance - (10% of final grade):  This is a crucial element in this course. We will spend much of our time discussing the ideas raised in the readings. The key criteria for assessing class participation are the amount and regularity of contributions and the degree to which contributions are thoughtful, informed, constructive and relevant.  Additionaly, supplemental information will be presented and discussed in class.  These materials will be included on the midterm and final exams.  Attendance also figures into this portion of the grade.

Essay papers - You will be expected to write three (500 word) papers over the course of the term. Each paper is worth 15% of final grade. These papers will be focused on a specific question and are designed to measure your ability to both comprehend basic course concepts and apply those concepts in unique and challenging ways. These papers should be typed, double-spaced, in 12-point Times New Roman, with one inch margins.  Please observe common rules of grammar and argumentation. Questions/topics will be posted to Oncourse in advance.  Points will be deducted from late papers.

Midterm Exam - (20% of final grade): This will be an exam that will test your mastery of course material and your ability to apply course concepts.

Final Exam - (25% of final grade): The final will be comprehensive.

The exams will cover material from the readings, lectures and presentations.

(100-92=A), (91.9-90=A-), (89.9-88=B+), (87.9-82=B), (81.9-80= B-), (79.9-78=C+), (77.9-72=C), (71.9-70=C-), (69.9-68=D+), (67.9-62=D), (61.9-60=D-), (Below 59.9= F).

MAKE-UP EXAMS: It will only be given if you have a valid physician's excuse or a verified family emergency. Makeups are different and considerably more difficult than the regularly scheduled test.

MISCONDUCT: Plagiarism and cheating will be dealt with according to the  IU Code of Student Rights, Responsibilities, and Conduct.

Please contact me the first week of classes if you have special learning needs. The  IU Adaptive Technology Center can also assist you.

COURSE OUTLINE:

Week 1:  Introduction and Overview
Monday, August 30
Wednesday, September 1

Readings:
“Hispanic Identifiers.” Jorge Chapa in Encyclopedia of the U.S. Census. Margo Andersen, editor-in-chief, Jorge Chapa, Connie Citro and Joe Salvo, editorial board. (Congressional Quarterly Press: Washington, DC, 2000).

U.S. Census Bureau, “Coming to America: A Profile of the Nation's Foreign Born.”

U.S. Census Bureau, “Coming from the Americas: A Profile of the Nation's Foreign Born Population From Latin America."

Week 2:  Latino Immigrants in Contemporary and Historical  Context
Monday, September 6
Wednesday, September 8

Readings: Apple Pie & Enchiladas, pp. 1-30;

Rothenberg, Daniel. (1998). “Farmworkers:  What Sort of Future Awaits Us?” With These Hands: The Hidden World of Migrant Farmworkers Today. Berkeley-Los Angeles. University of California Press.

'African-American' Becomes a Term for Debate N.Y. Times, Aug. 29, 2004

Week 3: The Economic and Demographic Context of Immigration
Monday, September 13
Wednesday, September 15

Readings: Apple Pie & Enchiladas, pp.32-50;

Rodriguez, Nestor P. "Undocumented Central Americans in Houston: Diverse Populations." International Migration Review, (Spring, 1987), pp. 4-26.

Week 4: Race Formation and Racism
Monday, September 20
Wednesday, September 22

Readings:  Apple Pie & Enchiladas, pp.67-86;

Camarillo, Albert M. and Frank Bonilla. (2001) “Hispanics in a Multicultural Society: A New American Dilemma?” America Becoming: Racial Trends and Their Consequences. Vol. I. N. Smelser, W. J. Wilson, F. Mitchell, Eds. New York: National Research Council, National Academies Press.

Week 5:  Immigrants at Work
Monday, September 27
Wednesday, September  29 First paper due

Readings:  Apple Pie & Enchiladas, pp.87-105.

Nijman, Jan (1997). "Globalization to a Latin Beat: The Miami Growth Machine." Annals of the American Academy of Political and Social Science.

Week 6:  Education
Monday, October  4
Wednesday, October 6

Mexico's textbook case of struggle
Mexico's Dropout Economy
In Mexico, a Paper-Thin Barrier to School

Schmid, Carol L. (2001). "Educational Achievement, Language-Minority Students, and the New Second Generation" Sociology of Education, Vol. 74, Extra Issue: Current of Thought: Sociology of Education at the Dawn of the 21st Century.

Week  7: The Pull Factors
Monday, October  11
Wednesday, October 13

Readings:  Apple Pie & Enchiladas, pp.106-124.

Readings: Maldonado, Edwin (1979). "Contract Labor and the Origins of Puerto Rican Communities in the United States." International Migration Review.

Week 8:  Minority Competition
Monday, October 18
Wednesday, October 20  MIDTERM EXAM

Readings: Waldinger, Roger and Michael I. Lichter. (2003). Chapter 1, “Introduction,” Chapter 11, “Black/Immigrant Competition,” and Chapter 12, “Conclusion.” How the Other Half Works: Immigration and the Social Organization of Labor. Berkeley-Los Angeles: University of California Press.

Week 9: Immigrant Labor
Monday, October 25
Wednesday, October 27

Readings: Ong, Paul and Abel Valenzuela, Jr. (1996). “The Labor Market: Immigrant Effects and Racial Disparities.” Ethnic Los Angeles. Roger Waldinger and Mehdi Boszorgmehr, Eds. New York: Russell Sage Foundation.

Cornelius, Wayne A. (1998). “The Structural Embeddedness of Demand for Mexican Immigrant Labor: New Evidence from California.” Crossings: Mexican Immigration in Interdisciplinary Perspectives. Marcelo M. Suarez-Orozco, Ed. Cambridge: Harvard University and David Rockefeller Center for Latin American Studies

Week 10:  Historical Perspectives of Puerto Ricans in the United States
Monday, November 1
Wednesday, November 3 Second paper due

Readings:  Sánchez -Korrol, “In Their Own Right: A History of Puerto Ricans in the U.S.A."

Rodriguez, “Summary of Puerto Rican Migration to the United States."

Week 11:  Historical Perspectives of Cuban Exiles in the United States
Monday November 8
Wednesday November 10

Readings:
de la Cova, "Cuban Refugee Program (1961-1981)" in Richard Chabran and Rafael Chabran, eds., The Latino Encyclopedia. Pasadena, Ca: Salem Press, 1996

de la Cova, "U.S.-Cuba Relations during the Reagan Administration," in Eric J. Schmertz, Natalie Datlof and Alexej Ugrinsky, eds., President Reagan and the World. Conn: Greenwood Press, 1997, 381-391.

Week 12:  Recent Immigration Politics
Monday, November 15
Wednesday, November 17

Readings:  Sanchez, George J.  (1997).  “Face the Nation:  Race, Immigration, and the Rise of Nativism in Late Twentieth Century America.”
International Migration Review. 31 (4):  1009-1030.

Chavez, Leo R. (2001). “Manufacturing Consensus on an Anti-Mexican Immigration Discourse.” Covering Immigration: Popular Images
and the Politics of the Nation. Berkeley and Los Angeles: University of California Press.

Week 13:  Experiences of Immigration:  Assimilation, Accommodation, or Resistance?
Monday, November 22
Wednesday, November 24 THANKSGIVING RECESS

Readings: Martin, “Proposition 187 in California.”

Week 14:  Community and Immigrant Responses
Monday, November 29
Wednesday, December 1

Readings: Apple Pie & Enchiladas, pp. 125-171.

Peterson, “Leading Cuban-American Entrepreneurs…”

Week 15:  The Past and Future of Latino Immigration to the United States,  Summary, and Review
Monday, December 6
Wednesday, December 8 Third paper due

Readings: Apple Pie & Enchiladas, pp. 172-221.

Hoffman, Abraham. (1975). “Stimulus to Repatriation: The 1931 Federal Deportation Drive and the Los Angeles Mexican Community.”
The Chicano. Norris Hundley Jr, Ed. Santa Barbara: Pacific Coast Branch, American Historical Review.

Friday, December 17 FINAL EXAM  5 PM

The preceeding schedule and procedures in this course are subject to change in the event of extenuating circumstances.