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This dissertation is comprised of three chapters tied together under the broad umbrella of economic history. The first chapter examines the effect of access to schooling on black crime in this historic period. I use the construction of 5,000 new schools in the US south, funded by northern philanthropist Julius Rosenwald between 1913 and 1932, as a quasi-natural experiment which increased the educational attainment of southern black students. I match a sample of male prisoners and non-prisoners from the 1920-1940 Censuses backwards to their birth families in previous Census waves. I find that one year of access to a Rosenwald school decreased the probability of being a prisoner by 0.04-0.10 percentage points (10-15 percent of the mean). The second chapter examines immigrant assimilation in the early 20th century US. During the Age of Mass Migration (1850-1913), the US maintained an open border and absorbed 30 million European immigrants. In newly-assembled panel data, we show that immigrants did not face a substantial initial earnings penalty, as is commonly found, and experienced occupational advancement at the same rate as natives. Cross-sectional patterns are driven by biases from declining arrival cohort quality and departures of negatively-selected return migrants. We show that these findings vary substantially across sending countries and explore potential mechanisms. The third chapter uses an exogenous change in the language of instruction in South African schools in 1955 to examine the effect of mother-tongue versus "market" language instruction on long-term educational and economic outcomes. Using the 1980 South African census, a difference-in-difference framework allows me to estimate the effect of increasing mother-tongue instruction for black students from four to six years. I find small positive effects on wages which I interpret as evidence of increases in human capital. I find positive effects on the ability to read and write, negative effects on the ability to speak English and Afrikaans, and positive effects on educational attainment. I examine heterogeneous effects by region. This paper is relevant to language policy in post-colonial countries as well as Spanish speaking areas of the United States.
This second edition builds on the first, while making significant changes that reflect new trends in the study of American immigration history. The field was first centrally defined in the mid-twentieth century b the study of immigrants from Europe. Asians and Latinos were not considered "immigrants"--People who settled permanently in the United States. They were considered "birds of passage"--people who did not experience the same social processes of incorporation and assimilation as did Europeans. As immigration from Asia and Latin America to the United States surged in the last third of the twentieth century, scholars began to pay more attention to their experiences, both historical and contemporary. A much more diverse and inclusive portrait of the American immigration experience has emerged.
Listen to a short interview with Mary WatersHost: Chris Gondek | Producer: Heron & Crane Salsa has replaced ketchup as the most popular condiment. A mosque has been erected around the corner. The local hospital is staffed by Indian doctors and Philippine nurses, and the local grocery store is owned by a Korean family. A single elementary school may include students who speak dozens of different languages at home. This is a snapshot of America at the turn of the twenty-first century. The United States has always been a nation of immigrants, shaped by successive waves of new arrivals. The most recent transformation began when immigration laws and policies changed significantly in 1965, admitting migrants from around the globe in new numbers and with widely varying backgrounds and aspirations. This comprehensive guide, edited and written by an interdisciplinary group of prominent scholars, provides an authoritative account of the most recent surge of immigrants. Twenty thematic essays address such topics as immigration law and policy, refugees, unauthorized migrants, racial and ethnic identity, assimilation, nationalization, economy, politics, religion, education, and family relations. These are followed by comprehensive articles on immigration from the thirty most significant nations or regions of origin. Based on the latest U.S. Census data and the most recent scholarly research, The New Americans is an essential reference for students, scholars, and anyone curious about the changing face of America.
Part historical fiction, part memoir, part philosophy of education, this book begins with a story about a womans immigration into the U.S. and how three of her generations struggled in the U.S. school system. The book ends with an analysis of why many students fail in school, and what we can do about it. Through story and analysis, this book offers a critique of the U.S. education systemin 3 parts. Part one imagines what the immigration experience was like in the past, and reads like historical fiction. Part two looks at the ensuing three generations in the present, and reads like a memoir. Part three gleans lessons from the story as a whole for what we can do better in the future. In the historical fiction part, a Sicilian woman named Rose emigrates to the U.S. at the turn of the twentieth century. Knowing no English and illiterate but armed with a moral intelligence, she struggles in this strange world of the free, rubs shoulders with some of the great thinkers of her day, and discusses the nature of education with them. Shes one of the many prosaic heroes history books and schools sometimes forget. In the memoir part, Roses son Henry, the authors father, drops out of school in the eighth grade to help his single mom by selling newspapershe never thought he was smart enough for school anyway. His son Henry Jr. goes all the way in school to obtain a PhD, but struggles to find a voice along the way. Henry Jr.s son Justin was seemingly born with an expressive voice, but in his shuffle to conform to the school system, almost lost it. In these 3 cases, we see 3 types of students who often fail in school in general. In the final analysis part, the book reflects on these prosaic cases to understand why so many U.S. students fail. The theme that emerges parallels the traditions of Rousseau, Dewey, and Montessori: students at heart are good and educators are most effective when they treat them as such; students learn best by doing, and this includes moral doing; and students become intrinsically motivated to learn if allowed to think critically, creatively, and to find their voices. If democracy depends on an informed citizenry, the questions this book raises about school failure are critical to the future of our nation . J.A.
Arising from the legacies of the twentieth century - unprecedented worldwide migration, unrelenting global conflict and warring, unchecked materialist consumption, and unconscionable environmental degradation - are important questions about the toll of loss such changes exact, individually and collectively. As large-scale and ubiquitous as these changes are, their deep specificity re-inscribes the importance of place as a critical construct. Attending to such specificity emphasizes the interconnections between contexts and broader movements and remains a prudent route to articulating critical interconnections among places and peoples in complex times. This book of essays turns to such specificity as a means to examine the inflections of migration on identity- displacement, disorientation, loss, and difference- as sites of both regression and possibility. Fusing autobiography and cultural analysis, it provides a framework for a critical education attuned to such concerns.
This book sheds light on one of the most controversial issues of the decade. It identifies the economic gains and losses from immigration--for the nation, states, and local areas--and provides a foundation for public discussion and policymaking. Three key questions are explored: What is the influence of immigration on the overall economy, especially national and regional labor markets? What are the overall effects of immigration on federal, state, and local government budgets? What effects will immigration have on the future size and makeup of the nation's population over the next 50 years? The New Americans examines what immigrants gain by coming to the United States and what they contribute to the country, the skills of immigrants and those of native-born Americans, the experiences of immigrant women and other groups, and much more. It offers examples of how to measure the impact of immigration on government revenues and expenditures--estimating one year's fiscal impact in California, New Jersey, and the United States and projecting the long-run fiscal effects on government revenues and expenditures. Also included is background information on immigration policies and practices and data on where immigrants come from, what they do in America, and how they will change the nation's social fabric in the decades to come.
In modern culture, the essay is often considered an old-fashioned, unoriginal form of literary styling. The word essay brings to mind the uninspired five-paragraph theme taught in schools around the country or the antiquated, Edwardian meanderings of English gentlemen rattling on about art and old books. These connotations exist despite the fact that Americans have been reading and enjoying personal essays in popular magazines for decades, engaging with a multitude of ideas through this short-form means of expression. To defend the essay—that misunderstood staple of first-year composition courses—Ned Stuckey-French has written The American Essay in the American Century. This book uncovers the buried history of the American personal essay and reveals how it played a significant role in twentieth-century cultural history. In the early 1900s, writers and critics debated the “death of the essay,” claiming it was too traditional to survive the era’s growing commercialism, labeling it a bastion of British upper-class conventions. Yet in that period, the essay blossomed into a cultural force as a new group of writers composed essays that responded to the concerns of America’s expanding cosmopolitan readership. These essays would spark the “magazine revolution,” giving a fresh voice to the ascendant middle class of the young century. With extensive research and a cultural context, Stuckey-French describes the many reasons essays grew in appeal and importance for Americans. He also explores the rise of E. B. White, considered by many the greatest American essayist of the first half of the twentieth century whose prowess was overshadowed by his success in other fields of writing. White’s work introduced a new voice, creating an American essay that melded seriousness and political resolve with humor and self-deprecation. This book is one of the first to consider and reflect on the contributions of E. B. White to the personal essay tradition and American culture more generally. The American Essay in the American Century is a compelling, highly readable book that illuminates the history of a secretly beloved literary genre. A work that will appeal to fiction readers, scholars, and students alike, this book offers fundamental insight into modern American literary history and the intersections of literature, culture, and class through the personal essay. This thoroughly researched volume dismisses, once and for all, the “death of the essay,” proving that the essay will remain relevant for a very long time to come.
This work examines early twentieth-century literature about women immigrants in order to reveal the differing ways that American racial categories and identities, particularly that of whiteness, were textually and socially constructed at the beginning of the twentieth century.