HUBERT H. HUMPHREY SCHOOL OF PUBLIC AFFAIRS Urban and Regional Planning Program

• How can urban planners and public policy makers work more effectively with immigrants in America?. This section of the course will focus on effective and ineffective practice for worki

HUBERT H HUMPHREY SCHOOL OF PUBLIC AFFAIRS

Urban and Regional Planning Program

PA 5281: Immigrants, Urban Planning and Policymaking in the U.S

Fall Semester 2014, Class Meetings: M/W 2:30-3:45pm

3 credits

Location: Humphrey School, Room 35

Instructor:

Ryan Allen

Office Location: HHH Center, Room 295D

Office Hours: 1:00 PM – 2:00 PM, Mondays & Tuesdays (also by appointment)

Telephone: 612-625-5670

Email: allen650@umn.edu

COURSE DESCRIPTION

This course examines the impact of contemporary immigration in the U.S on urban planning and public affairs Specifically, it engages several important questions:

• How have immigrants changed cities in the U.S.?

• What kind of social, political and economic experiences do immigrants have once they arrive in the U.S.?

• How can urban planners and public policy makers work more effectively with immigrants in America?

The course proceeds in five sections

1 Immigration Theory: Why does migration happen? What is the historical context of immigration in

the U.S.?

2 Immigrant Settlement Patterns: Where do immigrants in the U.S live? We will begin with an

examination of immigrant settlement patterns in the U.S and then turn our attention to the contexts where immigrants live

3 Immigrant Labor: We will examine recent studies of immigrant economic mobility and how

immigrants have helped to restructure labor markets This section concludes with a look at one of the most contentious debates in America today: What is the economic impact of immigrants on native born workers, local economies and the national economy?

4 Social Lives of Immigrants: This section focuses on social processes within immigrant

communities We will first examine how immigrants create community and then turn to the

reception that immigrants encounter in America and relations between immigrants and native born individuals

5 Immigrants, Planning and Policy Making: At the heart of the class is the belief that understanding

recent immigration to the U.S is a key component of any planner or public policy maker’s tool

box This section of the course will focus on effective (and ineffective) practice for working with immigrants in planning and public policy contexts

COURSE OBJECTIVES

After this course, you will be able to:

1 Identify how major social, political, and economic forces have shaped immigration to the U.S.;

2 Understand and describe the settlement patterns of immigrants in the U.S and how these patterns change over time;

3 Discuss the key dilemmas associated with immigration to the U.S., including the economic and social impacts of immigrants;

4 Discuss effective and ineffective ways that urban planners and policy makers have engaged

immigrants at the local level; and

5 Evaluate and suggest responses to current policy and planning challenges affecting immigrants and the communities that receive immigrants

REQUIRED MATERIALS

All readings required for this course are available on the Moodle course website I will maintain all course materials (e.g syllabus, assignments, readings, etc.) on this site You should read all assigned readings PRIOR to coming to class

COURSE REQUIREMENTS and GRADING

This course has four grading components consisting of class participation; service-learning; reading

response papers; and three papers (demographic analysis memo, dilemma memo #1, and dilemma memo

#2)

Participation 100 points (10%)

Service-Learning 100 points (10%)

Reading Response Papers 100 points (10%)

Demographic Analysis Memo 200 points (20%)

Dilemma Memo #1 250 points (25%)

Dilemma Memo #2 250 points (25%)

Total Points 1,000 points (100%)

Participation: I expect you to attend class and have something to say I am known to randomly call on

students, particularly if class discussions lag You are all attending a major university in the U.S and should have the capacity and desire to form your own opinions about what you read and what you hear in our discussions Besides, it makes class a lot more interesting

Always come to class having read and thought about the materials, and prepared for a good discussion I have structured readings and my lectures to encourage class discussions that will fill the majority of each of our class meetings It is hard to stress the importance of these discussions enough At the risk of damaging

my clout as a professor, you will likely learn more from your peers during this course than you do from me

At the end of the semester I will reflect on the quality and quantity of your participation in class discussions to help determine your course grade (you can earn 100 points total).

Service-Learning: You cannot learn to work effectively with immigrant populations through readings and

class discussion alone Actually engaging with immigrants in a community setting will give you an

opportunity to consider how the theories we read about and discuss in class are reflected (or not) in the real

world Working through the University of Minnesota Community Service-Learning Center

(http://www.servicelearning.umn.edu/) each of you will work with a local, immigrant-serving organization

in the Twin Cities You will volunteer at this organization for two to three hours per week for a total of approximately 30 hours over the semester We will incorporate this experience into the class through reflection sessions, reading response papers and writing an analytic memo that focuses on a dilemma

associated with the work of the organization You can earn 100 points total, based on the number of hours you work with your organization.

Academic integrity also applies to community work done for academic credit Any of the

following actions constitute academic dishonesty within a community-based learning context and will be addressed in the same way as any other act of academic dishonesty:

1 Misrepresenting hours completed at a community site or spent working on a community project (students can count time spent off-site doing work that is required to complete a project for a community organization)

2 Writing reflections or completing other assignments about events or activities the student was supposed to attend and participate in, but did not actually attend or participate in

3 Signing in at a site or training session and leaving before the hours or training was completed

OR signing in for a friend or classmate at a site

4 Writing reflections based on previous community work or documenting hours done at a

community organization during a previous semester and misrepresenting it as your current service-learning experience

Accommodations for Students Registered with Disability Services Doing Service-Learning

If you are registered with Disability Services, you are eligible to receive accommodations from the University when doing service-learning in the community While not all buildings where

community groups are located are 100% accessible to students with physical disabilities, service-learning staff can work with you to find a service-service-learning site that meets your needs If you have

an invisible disability, we encourage you to talk with your service-learning liaison and/or your DS specialist to discuss the type of work environment and structure you need to be successful during your community experience

Confidentiality and Privacy Issues within the Service-Learning Context

Community organizations participating in service-learning expect students to work to the best of their abilities and act in a responsible manner Furthermore, many service-learning students will be working with individuals who fall into protected categories, such as children, seniors, or

individuals with disabilities Be aware that through your service-learning, you may come to know information about individuals that is covered by rules and ethical guidelines about confidentiality You should speak to your community supervisor about how confidentiality obligations apply to you Examples of how these issues might arise in your service-learning include:

1 You should not take photographs of anyone at your service-learning site without following the policy the organization has in place This often involves getting written permission from the individual and/or written permission or the parent/guardian of children under 18 years of age

2 During class discussions, be careful about revealing any information that could be used to personally identify any individual you work with in your service-learning

3 In written assignments and especially when using online learning tools (Moodle, class blogs, etc.), be particularly attentive about the information you disclose about your service-learning experience, in case the site you are using is publicly available online Refrain from mentioning the name of your organization and change the names of any individuals you write about if you are utilizing these online tools for your class

Criminal Background Checks are required for many service-learning placements If the agency asks about any convictions and you have a criminal record:

• Be honest Failure to state convictions that are then uncovered in a background check will likely result in your immediate dismissal from your service organization

• Ask the agency representative to explain what types of convictions are not acceptable (these often involve convictions such as those involving theft, violence, drug sales, and/or crimes against minors)

• If you believe that your record could disqualify you from the approved service-learning

options, please be proactive and talk to your service-learning liaison to discuss

alternative placement options

Reading Response Papers: At 10 class meetings of your choosing you are responsible for turning in a

short paper or uploading a VoiceThread that responds to the readings for that day (note that not every class meeting will have assigned readings) Over the course of the semester you will need to submit five papers and five VoiceThreads When responding to readings you should focus on a question or questions that I have prepared for you (see the Moodle site) Responses are due before we discuss the readings to which you choose to respond (i.e., you can’t just write up a discussion that we have in class) Keep in mind how many class meetings are left in relation to how many responses you have completed I will not be lenient if

we have only three meetings left in the semester and you still need to complete five responses Paper responses can be no more than 600 words (about one and a half pages, double-spaced with normal margins and 12 pt font) VoiceThread responses are limited to one and a half minutes.

The short nature of these assignments make them more difficult than you might realize, so don’t wait until

10 minutes before class to complete them The goal of the reading responses is to a) ensure you engage the reading and b) give you a chance to reflect on issues related to the course These assignments give you the opportunity to practice formulating your opinions and arguments in a clear and concise manner Thinking critically is a skill, like any other, that requires practice You do not get full credit for simply submitting these responses – I expect to see evidence of a consideration of the issues addressed in the readings and

your own experience and knowledge Responses will receive between 0 and 10 points, depending upon the sophistication and the quality of the argument you demonstrate in your response (you can earn 100 points

total)

Demographic Analysis Memo: Part of working effectively with immigrants involves understanding their

demographic, social and economic characteristics and how these characteristics have changed over time In this assignment you will concentrate on understanding how the demographic profile of foreign born

residents changed over time in an American city of your choosing More specific information about the

assignment will be made available to you later in the semester Papers can be no more than 5 pages, double-spaced with normal margins and 12 pt font See the course schedule for the assignment due date You can earn a total of 200 points.

Dilemma Memos: During the semester, you will learn skills and gain insights that help you identify

planning and policy dilemmas directly related to immigration and how cities respond, or fail to respond, to immigrant populations The course materials and discussions will also help to guide your thinking on appropriate responses to these dilemmas This assignment challenges you to formulate a reasonable and convincing response to an immigration related dilemma I expect well-written, proof-read memos that begin with a clear introduction that succinctly presents your argument; a body of the memo that fully develops and defends your argument; and a conclusion that leaves no doubt in my mind about your position

on this dilemma and your recommendation These memos can be no more than five pages, double-spaced with normal margins and 12 pt font I will grade papers based on the persuasiveness of your argument and the quality of your writing See the course schedule for due dates.

Late Work Acceptance Policy: I will accept the Demographic Analysis Memo and the Dilemma Memos

late according to the following guidelines If you fail to turn a memo in during the class when it is due I will automatically deduct 10 percent of the possible points from your grade I will also deduct one percent

of the possible points for each hour (or part of an hour) that you are late in submitting it to me For

example, our class ends at 3:45 pm this semester, so if you don’t hand in a demographic analysis memo until 4:00 pm the day the memo is due I will deduct 22 points from your grade as a penalty I am very strict

on due dates Obviously, emergencies happen and when there is a good reason (family emergency, personal illness, etc.) I can be accommodating so long as you keep me informed

OTHER THINGS

I encourage you to visit me during my office hours If you cannot make my office hours, please email me for a meeting time and we will work something out I do not recommend dropping by my office for a chat without an appointment – email me first I look forward to getting to know each of you

Immigration is a fascinating topic that can bring out strong emotions in people Below is a draft set of ground rules to govern how we interact with one another during our class meetings We will discuss these ground rules on the first day of class, modify as necessary and affirm them

• Use evidence and clear statements to identify problems and propose solutions

• Be hard on problems and solutions, not on people Challenge others’ positions in the spirit of appreciative inquiry

• Listen to others carefully, respectfully and with empathy

• Allow time and space for all to speak who wish to speak

• Don’t assume that a person’s ethnicity, national origin, sexual orientation, gender, etc defines his

or her views on a topic we are discussing Nor should you assume that anyone in the class

automatically serves as a spokesperson for any particular group

Writing effectively is an important part of this class I strongly urge you to investigate the UMN Writing Center and the services that they offer for students (http://www.writing.umn.edu) Seeking help for your

writing does not mean that you are a bad writer – it means that you are smart enough to know that all of us

could use help improving our writing

The University seeks an environment that promotes academic achievement and integrity, that is protective

of free inquiry, and that serves the educational mission of the University Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights,

opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community

As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code

To review the Student Conduct Code, please

see:http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf

Note that the conduct code specifically addresses disruptive classroom conduct, which means "engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to teach or student learning The classroom extends to any setting where a student is engaged in work toward academic credit or

satisfaction of program-based requirements or related activities."

The University of Minnesota is committed to providing all students equal access to learning opportunities Disability Services is the campus office that works with students who have disabilities to provide and/or

arrange reasonable accommodations Students registered with Disability Services, who have a letter

requesting accommodations, are encouraged to contact the instructor early in the semester Students who have, or think they may have, a disability (e.g psychiatric, attentional, learning, vision, hearing, physical,

or systemic), are invited to contact Disability Services for a confidential discussion at 612-626-1333 (V/TTY) or ds@umn.edu Additional information is available at the DS website http://ds.umn.edu/student-services.html

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack

of motivation These mental health concerns or stressful events may lead to diminished academic

performance or reduce your ability to participate in daily activities University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing You can learn more about the broad range of confidential mental health services available on campus via

www.mentalhealth.umn.edu

"Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature Such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance or creating an intimidating, hostile, or offensive

working or academic environment in any University activity or program Such behavior is not acceptable in the University setting For additional information, please consult Board of Regents

Policy:http://www1.umn.edu/regents/policies/humanresources/SexHarassment.html

The University will provide equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression For more information, please consult Board of Regents

Policy:http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.html

Academic freedom is a cornerstone of the University Within the scope and content of the course as defined

by the instructor, it includes the freedom to discuss relevant matters in the classroom Along with this freedom comes responsibility Students are encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for truth Students are free to take reasoned exception to the views offered in any course of study and to reserve judgment about matters of opinion, but they are

responsible for learning the content of any course of study for which they are enrolled (Language adapted from the American Association of University Professors "Joint Statement on Rights and Freedoms of Students").

Reports of concerns about academic freedom are taken seriously, and there are individuals and offices available for help Contact me, Carissa Schively Slotterback, your adviser, Laura Bloomberg (the associate dean of the Humphrey School), or Arlene Carney (Vice Provost for Faculty and Academic Affairs in the Office of the Provost) if you have questions or concerns about this topic

I take scholastic dishonesty seriously and will prosecute it aggressively According to the University

Student Conduct Code, “Scholastic dishonesty means plagiarizing; cheating on assignments or

examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis Within this course, a student

responsible for scholastic dishonesty can be assigned a penalty up to and including an ‘F’ or ‘N’ for the

course If you have any questions regarding the expectations for a specific assignment or exam, ask.” You should review the University’s Academic Integrity policy at the following websites:

http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf

http://www.policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html

http://www1.umn.edu/oscai/integrity/student/index.html

Crises of various kinds may result in you needing to negotiate an incomplete I only grant incompletes if

you have requested them in advance At the time you request an incomplete, you will need to submit in

writing what work remains to be done and the date by which you will have completed the work Failure to

submit the work in that time will result in a 0 for that assignment, and may lead to a failing grade for the course

COURSE SCHEDULE

I Immigration Theory

Wednesday, Sept 3: Immigrants in the Context of U.S Cities

Course overview

What is your migration story?

Service Learning Opportunities

Monday, Sept 8: A Word about Race, Ethnicity and Immigration

Cornell, Stephen and Douglas Hartmann 2005 “Conceptual Confusion and

Divides: Race, Ethnicity, and the Study of Immigration,” in Not Just Black And White: Historical and Contemporary Perspectives on Immigration, Race, and Ethnicity in the United States Nancy Foner (ed.), New York, NY: Russell Sage Foundation (pp 23-41).

Wednesday, Sept 10: Who Immigrates and Why?

(Demographic Analysis Memo assigned)

Massey, Douglas S., “Why Does Immigration Occur?: A Theoretical Synthesis,” in Charles

Hirschman, Philip Kasinitz, and Josh DeWind, eds., The Handbook of International

Migration: The American Experience, New York: Russell Sage Foundation, 1999

(pp.34-52).

Tilly, Charles 1986 “Transplanted Networks.” New York: New School for Social

Research (Recommended)

Bodnar, John 1985 “The Homeland and Capitalism” and “Families Enter America” in

The Transplanted: A History of Immigrants in Urban America Bloomington, IN: Indiana

University Press (pp 1-56, 57-84) (Recommended)

Take a look at the following website: http://www.migrationinformation.org/DataTools/

• What do immigration trends look like in America over time? What factors have

affected these trends?

Monday, Sept 15: History of Immigration Policy in the U.S.

Bodvarsson, O.B and H Van den Berg 2009 “Immigration Policy in the United States” in

The Economics of Immigration (pp 349-377) Berlin: Springer Press.

Massey, Douglas S and Karen A Pren 2012 “Unintended Consequences of US

Immigration Policy: Explaining the Post-1965 Surge from Latin America.” Population and Development Review 38(1): 1-29.

Freeman, Gary P 1995 “Modes of Immigration Politics in Liberal Democratic States.”

International Migration Review 29(4): 881-902 (Recommended)

Wednesday, Sept 17: Assimilation (I)

Gordon, Milton 1961 “Assimilation in America: Theory and Reality.” Daedalus 90(2):

263-285.

Glazer, Nathan and Daniel Moynihan 1969 Beyond the Melting Pot Cambridge, MA:

MIT Press (Selections, Recommended)

Bodnar, John 1985 “Immigrants and the Promise of American Life” in The Transplanted:

A History of Immigrants in Urban America Bloomington, IN: Indiana University Press

(pp 169-183) (Recommended)

Monday, Sept 22: Assimilation (II)

Alba, Richard and Victor Nee 1999 “Rethinking Assimilation Theory for a New Era of

Immigration,” in The Handbook of International Migration: The American Experience,

edited by C Hirschman, P Kasinitz and J DeWind New York: Russell Sage (pp 137-160).

Portes, Alejandro and Min Zhou 1993 "The New Second Generation: Segmented

Assimilation and Its Variants." Annals of the American Academy of Political and Social Science 530:74-96.

Gans, Herbert J 1992 “Second-Generation Decline: Scenarios for the Economic and

Ethnic Futures of the Post-1965 American Immigrants.” Ethnic and Racial Studies 15(2):

173-192 (Recommended)

Wednesday, Sept 24: Immigrant Integration and Multiculturalism

(Demographic Analysis Memo due)

Koopmans, Ruud 2013 “Multiculturalism and Immigration: A Contested Field in

Cross-National Comparison.” Annual Review of Sociology 39:147-169.

II Immigrant Settlement Patterns

Monday, Sept 29: What Do Cities Have to Do With Immigration?

Brettell, Caroline B 2003 “Bringing the City Back In: Cities as Contexts

for Immigrant Incorporation.” In American Arrivals: Anthropology

Engages the New Immigration, edited by Nancy Foner, 163-196 Santa

Fe: School of American Research Press.

Ellis, Mark and Gunnar Almgren 2009 “Local Contexts of Immigrant and

Second-Generation Integration in the United States.” Journal of Ethnic and Migration Studies 35(7): 1059-1076

Su, Rick 2010 “Immigration as Urban Policy.” Fordham Urban Law Journal 38:363-392.

(Recommended)

Glick Schiller, Nina and Ayse Caglar 2009 “Towards a Comparative Theory of Locality in Migration Studies: Migrant Incorporation and City

Scale.” Journal of Ethnic and Migration Studies 35(2): 177-202

(Recommended)

Wednesday, Oct 1: Immigrant Settlement Patterns

Katz, Michael B., Mathew J Creighton, Daniel Amsterdam, and Merlin Chowkwanyun 2010 “Immigration and the New Metropolitan

Geography.” Journal of Urban Affairs 32(5): 523-547.

Massey, Douglas S and Chiara Capoferro 2008 “The Geographic

Diversification of American Immigration” in New Faces in New Places: The Changing Geography of American Immigration Douglas S Massey

(ed.), New York, NY: Russell Sage Foundation (pp 25-50).

Singer, Audrey 2004 “The Rise of New Immigrant Gateways.” Brookings Institution: Living Cities Census Series of the Center on Urban &

Metropolitan Policy (Recommended)

Burgess, Ernest W 1925 “The Growth of the City: An Introduction to a

Research Project,” in The City Robert E Park, Ernest W Burgess and

Roderick D McKenzie, Chicago, IL: The University of Chicago Press (pp 47-62) (Recommended)

Monday, Oct 6: Residential Segregation or Integration? (I)

Massey, Douglas S and Brendan P Mullan 1984 “Processes of Hispanic

and Black Spatial Assimilation.” American Journal of Sociology 89(4):

836-873.