In order to enforce the quotas that had been established, the INA created the Immigration and Naturalization Service. The INS served as the federal agency that enforced these limits for the remainder of the 20th century (Immigration, n.d).
When Congress passed the INA, an alien was defined as any person lacking citizenship or status as a national of the United States. Different categories of aliens include resident and nonresident, immigrant and nonimmigrant, and documented and undocumented or illegal. "The terms documented and undocumented refer to whether an arriving alien has the proper records and identification for admission into the U.S. Having the proper records and identification typically requires the alien to possess a valid, unexpired passport and either a visa, border crossing identification card, permanent resident card, or a reentry permit" (Immigration, n.d).
The need to limit illegal immigration into the United States prompted Congress to enact the Immigration Reform and Control Act of 1986. The IRCA set out to strengthen criminal sanctions for employers who hired illegal aliens while denying illegal aliens federally funded welfare benefits. It also legitimized some aliens through an amnesty program that it created. The act also contained an Immigration Marriage Fraud Amendments that set out to limit the practice of marrying in order to obtain citizenship. The Immigration Act of 1990 completely overhauled the INA by equalizing the allocation of visas across foreign nations, eliminating archaic rules, and encouraging worldwide immigration. The Illegal Immigration Reform and Immigrant Responsibility Act transformed the process of alien entry into the United States. The IIRIRA did away with term entry and replaced it with the term admission. An application for admission occurs whenever an alien arrives in the U.S. regardless of whether...
273). And Vela-Gude's article offers several of the main points of this paper's research; the services must be ready, and the counselors must be thoroughly informed and knowledgeable about the cultural implications as well as the academic realities facing those Latino students (2009). Racism Against Latinos This paper alludes to the high number of Latinos in California and Texas, but according to the Southern Poverty Law Center's research, the South is home
The Problem of White Normativity In a multi-racial world, defining anyone as “black” or “white” makes as much sense as believing that all issues are “black” and “white” and that there are no shades of gray to anything. Almost everyone will certainly agree that from politics to economics to religion to any subject under the sun, there is a great deal of leeway to be given because to rigidly peg something
R's of American Racism: Representation, Rejection, and Realization Racism is a system of meaning that promotes and legitimated the domination of one racially defined group over another. Racism assigns values to both real and imagined cultural and physical differences, benefitting the dominant party and making negative claims about the subordinate, so that this dominance may be justified ideologically. The seeming illogical or even counterproductive nature of racism may be explained in
Exclusion Deutsch, Sarah. 1987. No separate refuge: culture, class, and gender on an Anglo-Hispanic frontier in the American Southwest, 1880-1940. New York: Oxford University Press. Race has excluded people of color and ethnic groups in the Southwest. Deutsch draws parallels with all forms of subjugation around the world. Hispanic identity in particular was viewed as a threat by white Americans. White Americans began to cling to nativism, which was a theory that
By acquiring knowledge about racism and how it operates in everyday life of people, whether they are white Americans or not, students, through their educators and experiences, become more aware and hopefully, tolerant, of the differences in values, attitudes, and behavior of people coming from different races and cultures. Social class and the hidden curriculum of work" by Jean Anyon provides a descriptive study of four categories of schools determined
Empire Building in the Americas: Race, Gender, and Class Although it is exceedingly common in modern times to imagine that the nations of the Americas as they stand today are the product of a kind of natural societal evolution, the facts are quite different. Indeed, in most of the nations of South (as well as North) America, the bedrock of the legal, economic, and social fabric of each nation is a product
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