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The main thesis here is that the stories that some brands tell to consumers enable consumers to achieve archetypal experiences. Examining the stories consumers tell in natural contexts involving shopping for and using brands informs explanations of associations of archetypes, brands, and consumers. The study advances the use of degrees-of-freedom analysis (DFA) and creating visual narrative art (VNA) as useful steps for confirming or disconfirming whether or not the stories consumers tell have themes, events, and outcomes that match with the core storylines told by brands. As a proposal, an extension of thematic apperception tests (TATs) is relevant in applying the DFA to brand-consumer storytelling research. The study includes a review of early work on TATs, DFA, archetypal theory, and how brands become icons. The study's theory, method, and findings provide useful tools for brand managers and researchers on issues that relate to psychology and marketing.

The national immigrant rights campaign of 2006 stands as one of the largest mobilizations by people of color in US history, yet less scholarly attention has been given to systematically comparing these mobilizations at the local level. To develop an understanding of what led to sustained mobilization, a comparative case study analysis of seven cities in California's San Joaquin Valley is employed. The empirical evidence is based on interviews with key organizers and participants, newspaper documentation of protest events, census data, and other secondary sources. I find that the presence and size of policy threats explained the initial protest during the spring of 2006 in all localities, but cities with elaborate resource infrastructures (preexisting organizations, histories of community organizing, and coalitions) had more enduring levels of collective action.

The purpose of this paper is to provide a comprehensive summary of the current status of undocumented immigrants in the United States, with a particular focus on the DREAM Act, as a policy option to confront the realities of immigration in our nation.

A literature review is presented providing the context to understand the livelihood of undocumented immigrants in the United States. This summary is supported by an analysis of the benefits and shortcomings of the DREAM Act.

It is clear that immigration reform has emerged as one of the most compelling issues in our country. This examination highlights that the DREAM Act cannot be enacted as a policy in a vacuum. Rather, the DREAM Act will need to operate in concert with other policies (i.e., education, economic, health care, immigration) to offer a foundation for future immigration reform policies.

Several states support policies that welcome undocumented immigrants seeking a college education. This paper presents valuable information highlighting the need for reform and action considering current demographic and immigration trends.

This paper serves as a resource providing a detailed summary of the current status of undocumented immigrants in the United States. In addition, it provides an analysis of the benefits and shortcomings of the DREAM Act.

Grounded in ethnic identity theory, critical race theory (CRT) and critical discourse analysis (CDA), this chapter’s objective is to demonstrate the role of news media in the (mis)construction of the identity formation of undocumented youth and the resulting implications of this (mis)construction within the field of education. This study uses mixed methods that include a CDA of Spanish and English language evening television news reports about the Development, Relief, and Education for Alien Minors Act of 2010, and qualitative analysis of interviews with undocumented youth. The implications for undocumented youth traverse from greater society and into schools, and we argue that education leaders must actively challenge and disrupt the (mis)constructions in direct and intentional ways. We provide a theoretical argument and practical steps for how education leaders can support undocumented youth in their communities.

In the 1982, ruling of Plyler v. Doe the Supreme Court of the United States ruled that undocumented children cannot be denied a public education. Yet, as this chapter is being written in 2015, states across the United States have passed statutes preventing the education of these children and by practical extension documented children and their families. A package of Executive Actions by President Obama in November of 2014 modestly benefited and impacted the rights of undocumented immigrants, but did not challenge the state laws affecting school children and university students. In this chapter, we will review the rights to education of immigrant children. We will review the national scene as it stands amidst confusion in the absence of meaningful immigration reform by the U.S. Congress and the puzzle of the states arbitrarily denying rights flowing from the Fifth and Fourteenth Amendments of the United States Constitution, carefully articulated in Plyler. We intend to present a blunt portrait of rights denied and children left behind.

Elizabeth told her parents she wants to be an inventor but they said she should be a dentist. Elizabeth told us that being a dentist is okay with her because they make stuff – they still invent so she can be a dentist. (Field notes, March 9, 2007)Today as Ji-Sook shared her collage with the class, she emphasized her family in Korea, her church, and the Bible, three topics that came up several times. She talked about Betta, her fish who is also her family and who she talks to when she is sad. Her symbols of belonging were trees and friendship: trees are about belonging for without them the ground would be cracked, there would no oxygen and we would be dead; friendship is like a broken toy – both can be mended. (Field notes, May 9, 2007)