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As a growing population of students in the U.S. education system, it is important to study the extent to which Latino students experience bullying victimization. In this study, a nationally representative sample of Latino high school students is analyzed for this purpose.

Data from the Education Longitudinal Study of 2002 including students’ family immigration, participation in extracurricular activities, and reports of bullying victimization are analyzed. In order to make comparisons within the sample of Latino students, the sample is disaggregated between students attending school in new Latino immigrant destinations and traditional Latino immigrant destinations. Poisson regression is used in all multivariate analyses.

In new Latino destinations, Latino students are just as likely to report being bullied as white students. In addition, in new destinations Latino students are bullied in connection with participating inhumanities-related extracurricular activities. Further, they are more likely to be bullied for this participation in comparison to students of other races/ethnicities. Finally, these relationships are significant even after accounting for the fact that third generation, more established students are more likely to report being bullied.

Teachers, school administrators, parents, and researchers should be aware that Latino students can be bullied based on status-conferring activities such as extracurricular activities. This appears to be most pronounced in new Latino immigrant destinations where there is recent influx of Latinos. Efforts to prevent bullying in these areas can be combined with programs that seek to promote cross-ethnic understanding and academic/extracurricular enrichment.

This study provides valuable information on the experience of Latino students and bullying victimization.

Changing immigration patterns in the USA have led to a growing number of “new immigrant destinations.” In these contexts, opportunities for teacher learning are crucial for developing the school capacity to serve the academic, linguistic and socio-cultural needs of immigrant students. In response, the purpose of this paper is to examine how schools in Wisconsin provided both formal and informal teacher learning opportunities to develop the instructional capacity to support recent immigrants, specifically Spanish-speaking English language learners (ELLs).

Using descriptive analyses of teacher and administrator survey and interview data, this study examined the focus and within-school distribution of formal professional development, as well as teacher collaboration as a mechanism for informal learning.

Most commonly, professional development focused on concrete strategies teachers might enact in their classrooms, rather than developing broader understandings of the needs of immigrant students. In addition, formal professional development commonly targeted particular groups of teachers, rather than faculty as a whole. Finally, general education-ELL teacher collaboration was most often deployed “as needed” and focused on particular student needs, rather than systematically.

Future work might address the limitations of this study by examining teacher learning opportunities in new immigrant destinations in other locales, the quality and effectiveness of such opportunities, and other mechanisms for the distribution of expertise.

Findings suggest the need for more systematic and integrated approaches to teacher learning in new immigrant destinations, with an emphasis on pushing beyond the short-term need for instructional strategies to develop more holistic, collaborative approaches to integrating ELLs into schools and classrooms.

Purpose – The purpose of this paper is to describe the ascent of Metropolitan Washington from an area with low levels of immigration to a major U.S. destination.

Methodology/approach – Drawing on a growing body of research on immigration to Washington, DC, and data from the American Community Survey (ACS), trends are examined in detail to illustrate how this immigrant gateway fits into the national historical picture.

Findings – The findings analyze the historical comparative settlement patterns of immigrants to the United States to demonstrate how Washington has emerged as the seventh largest immigrant gateway. The paper further analyzes metropolitan-level data on country of origin and residence to show the diversity of the immigrant population and their disbursal to suburban areas from the central core over the past four decades.

Social implications – The paper also highlights some conflict in new suburban destinations within metropolitan Washington, which experienced fast and recent growth. But immigrant incorporation has worked well in the past and Washington can continue to work to be a model of immigrant integration as local organizations, governments, and communities continue to confront the challenges of immigration in productive and sustainable ways.

Originality/value of paper – This paper combines the historical settlement of immigrants across the United States with the in-depth examination of one of the newest and largest immigrant gateways, the U.S. capitol region, Washington, DC.

The purpose of this paper is to challenge the idea of the immobile immigrant worker, trapped in the bottom segments of the labour market, by exploring how immigrants and their descendants (sometimes designated second generation immigrants) develop re‐emigration strategies in their first country of settlement in Europe when faced with structural or conjunctural barriers to the advancement of their socio‐economic situation.

Empirical evidence was collected through structured interviews aimed at capturing labour market and residential trajectories of workers of African origin and their descendants in Portugal, with a particular emphasis on the period between 1998 and 2006.

Findings suggest that in some cases, immigrants draw on social networks available to them to engage in processes of continued intra‐European mobility. International re‐emigration emerges as a work‐space mobility strategy for migrant workers and their descendants when there was no significant social mobility in the first destination. Similarly, international geographical mobility may constitute a self‐perpetuating strategy across generations to escape structural immobility faced by certain immigrant groups in destination contexts.

Experiences reported are situated, so cannot be taken to represent those of all workers of African origin in Portugal.

Findings presented in the paper highlight potential consequences of perpetuating geographical mobility throughout time, namely in terms of labour market conditions and family dynamics. They also highlight the need to look at socio‐economic mobility trajectories within Europe as integrated space and not just within national borders.

The paper proposes an encompassing view of migrants’ (im)mobilities over time, to include the conditions of their labour market incorporation and its links to further spatial, international, mobility.

Purpose – This study examines Hispanic entrepreneurship in the context of global city formation by focusing on metropolitan Washington and the entrepreneurial activities of Bolivian immigrants, a small but significant Latino immigrant population.

Methodology – Employing a mixed methodology of analysis of census data, mapping, and conducting surveys and focus groups, this research highlights the socio-economic characteristics of Bolivians, the spatial patterning of residential settlement and business locations, as well as the network strategies the group employs.

Findings – Metropolitan Washington is the hub for the Bolivian diaspora in the United States. This group distinguishes itself with higher levels of education, income, and self-employment among Hispanics as a whole. Yet despite their economic and educational attainment, they are overly concentrated in certain sectors and experience blocked mobility that manifests itself through greater interest in self-employment and entrepreneurship. The study concludes that by developing businesses that serve both the ethnic community and the larger non-Hispanic population, Bolivians have had certain economic success.

Social implications – Strategies of residential concentration along with well-developed social networks maintain the ethnic community as well as support transnational linkages to towns and villages back in Bolivia.

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 describe a university-multi-school district partnership that positively affected the lives of P-12 immigrant, migrant and refugee students and their parents through an iterative collaboration of talent and resources among institutions.

This is a case study describing a university-school partnership grant-funded program detailing the processes, products, and implications for policy and practice.

University faculty and public school educators must work through intentional, contextually informed partnerships. It is through these partnerships that scarce resources of time, talent, and funds can be used wisely to build sustainable systems to educate students in K-12 schools and prepare future leaders for this work.

This is a case study limited to the suburban Chicagoland area. Generalities to other communities cannot be directly made.

This study builds on the extant literature of university-school district partnerships and sustainable leadership theory by exploring the processes for creating iterative and individualized structures that benefit both university and public school districts. This study implores universities to re-examine priorities and purpose, especially within schools and colleges of education, in order to remain viable, relevant institutions for positive school improvement.

Immigration has been a subject of intense historical and contemporary debate in US political life. Proponents of immigration cite the important contributions immigrants have made and continue to make to the USA’s national development and evolution. Advocates of more restrictive immigration policies stress concerns over the USA’s ability to support immigrant residents and whether newer immigrants threaten the US national identity and social cohesion. Proponents and opponents of current US immigration policy will use figures from the 2000 census to justify their respective arguments in upcoming debates on this subject. This article examines a variety of immigration literature resources such as scholarly books, government documents, and Websites and seeks to emphasize the subject’s complexities and contradictions along with US and transnational perspectives.

This chapter proposes that efforts to improve our understanding of factors affecting migrant health and longevity in the United States must consider migrants’ labor market incorporation and the structural conditions under which they work. I use public-use death certificate data to examine whether there is a mortality penalty for foreign-born workers in the secondary sector industries of agriculture and construction. I focus on the decade of the 1990s for two contextual and empirical reasons: (1) the decade was characterized by economic restructuring, restrictive immigration policy, increased migration, and dispersion of migrants to new geographic destinations; and (2) the 1990s is an opportunistic decade because 19 states coded the industry and occupation of the decedent during this time. These numerator mortality data and Census denominator data are used to compare all-cause mortality rates between working-age (16–64 years) US-born and foreign-born agricultural and construction workers, the overall foreign-born population, and foreign-born workers in health care – an industry where the foreign-born tend to work in well-paid occupations that are well-regulated by the state. The results show a clear mortality penalty for foreign-born workers in agriculture and construction compared to the overall foreign-born population and foreign-born healthcare workers. The results also show the mortality penalty for foreign-born secondary sector workers varies by industry. These findings support the argument that bringing work into our analyses is critical to understanding the contextual and structural factors affecting migrant health and survival.

Demographic changes across the United States have led to dramatic shifts in the composition of public school enrollments. While these shifts are manifest across multiple dimensions of diversity, the influx of culturally and linguistically diverse (CLD) students is particularly pronounced. As the numbers of CLD students rapidly grow across all geographic regions, from rural to suburban to urban, school leaders face the daunting responsibility of responding to ensure that these students receive equitable opportunities to learn. Some guiding principles for accomplishing this generalize across settings, yet ultimately this leadership needs to be context-specific. In this chapter we discuss these guiding principles and apply them narrowly to the context of medium and small urban districts. We argue that school leadership – particularly district and school administration – plays a crucial role in supporting the design and delivery of supports for CLD students and their families, who constitute a “new mainstream” in many of these settings.