latino immigration and education marcelo m. suÁrez-orozco, ph.d. the richard fisher membership...
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LATINO IMMIGRATION LATINO IMMIGRATION AND EDUCATION AND EDUCATION
MARCELO M. SUÁREZ-OROZCO, Ph.D.The Richard Fisher Membership Fellow, Institute for Advanced Study, Princeton, NJ & The Courtney Sale Ross University Professor at New York UniversityCo-Director, Immigration Studies @ NYU www.nyu.education/immigration
National Council of La Raza
October 22, 2009
The Age of Movement
The New, New Immigration – The New, New Immigration – 2008- 2008-
Immigrant Population: 1900-2005
10.313.5 13.9 14.2
11.6 10.3 9.7 9.6
14.1
19.8
31.6
37.9
0
5
10
15
20
25
30
35
40
1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2007
Year
Num
ber
of Im
mig
rant
s (i
n m
illio
ns)
Top Countries of Birth, 2006Top Countries of Birth, 2006
Country of Birth 2006 %
1. Mexico 11,534,972 30.8
2. Philippines 1,634,117 4.4
3. India 1,505,351 4.0
4. China 1,357,482 3.6
5. Vietnam 1,116,156 3.0
6. El Salvador 1,042,218 2.8
7. Korea 1,021,212 2.7
8. Cuba 932,563 2.5
9. Canada 847,228 2.3
10. Dominican Republic 764,930 2.0
11. Guatemala 740,986 2.0
12. Jamaica 643,067 1.7
Adapted from Pew Hispanic Center, 2008
Transgenerational Asymmetry Transgenerational Asymmetry Age-Sex Pyramid for Non-Hispanic Whites in the United States, 2006 Age-Sex Pyramid for Non-Hispanic Whites in the United States, 2006 Current Population SurveyCurrent Population Survey
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
0-4
5-9
10-14
15-19
20-24
25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-69
70-74
75-79
80-84
85+
Male Female
Transgenerational Asymmetry Transgenerational Asymmetry Age-Sex Pyramid for Native-Born Hispanics in the United States, Age-Sex Pyramid for Native-Born Hispanics in the United States, 20062006Current Population SurveyCurrent Population Survey
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
0-4
5-9
10-14
15-19
20-24
25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-69
70-74
75-79
80-84
85+
Male Female
Education, Health and Education, Health and Well-BeingWell-Being
Why Education Matters for Why Education Matters for Immigrants Immigrants
Education, Labor Market and Mobility
Education and Poverty
Education and Health
Education and the Criminal Justice System
The ‘Pipeline Problem’ for The ‘Pipeline Problem’ for LatinosLatinos
Of 100 Latino Elementary Students
52Graduate from High School
31Enroll in College
11 enter4 Year College
20 enterCommunity College
Only 2Transfer to 4 Year College
4 attain aGraduate or a Professional Degree
Fewer than 1 attaina Doctoral Degree
10 attain aB.A. Degree
From Whom Was Child Separated During From Whom Was Child Separated During Immigration?Immigration?
From Whom Was Child From Whom Was Child
Separated?Separated?
N = 385 Chinese
N = 78 %
Dominican
N = 75 %
Central American
N = 77 %
Haitian
N= 71 %
Mexican
N = 84 %
Total Sample
%
Family comes all together 37 11 4 4 15 15
Family Separated During Immigration
63 89 96 96 84 85
Mother only 15 3 0 10 2 6
Father only 40 25 16 27 42 30
Both parents 8 61 80 59 40 49
From Whom Was Child Separated?—From Whom Was Child Separated?—
Mother or FatherMother or Father
N = 385 Chinese
N = 78 %
Dominican
N = 75 %
Central American
N = 77 %
Haitian
N= 71 %
Mexican
N = 84 %
Total Sample
%
Mother at some time during the migration
23 64 80 69 42 55
Father at some time during the migration
48 86 96 86 82 79
English Language English Language ProficiencyProficiency
Policy and Practice Policy and Practice ImplicationsImplications
“Sink or Swim” integration policies
The DREAM Act
Increasing preschool opportunities
Rigorous 21st century education
Teacher education
Second language education
Reconsidering high-stakes testing
After-school programs
Mentorships
Systematic college pathway instruction
Building on strengths of Latino families