NCERA_OLD216: Latinos and Immigrants in Midwestern Communities
(Multistate Research Coordinating Committee and Information Exchange Group)
Status: Inactive/Terminating
NCERA_OLD216: Latinos and Immigrants in Midwestern Communities
Duration: 10/01/2009 to 09/30/2014
Administrative Advisor(s):
NIFA Reps:
Non-Technical Summary
Statement of Issues and Justification
The integration of immigrants and new ethnic groups (particularly Latinos, as they are the largest new ethnic group in many Midwestern communities) has become increasingly important to both policymakers and practitioners across a broad range of institutions. Many rural communities in the North Central region struggle with the challenges created by growing numbers of Latinos and immigrant residents. At the same time, communities are finding that these new populations bring many assets with them and that the host communities can benefit from their presence (Decker et al. 2008; Eresman 2006; IPC 2007a & b; Mather and Pollard 2007; Strayhorn 2006). In rural parts of the Midwest, working-class immigrants are not fully incorporated in U.S. institutions and tend to be over-represented in agriculture (dairying, animal confinement operations, fruit and vegetable production, nurseries, etc.), non-durable manufacturing (particularly meatpacking in the West North Central states, but also as unskilled laborers and helpers in manufacturing and construction), and in services (fast food restaurants, retail sales, cleaning services) (Newman, 2003, Tables 3 and 4, pp. 10-11). In urban areas nation-wide, Latino males are over-represented in non-durable manufacturing, construction, food services, waste management, and to a lesser degree in retail trade. Latinas are over-represented in manufacturing and the service sector (hospitality, food services, waste management, and to a lesser degree in retail trade and social services/education) (Toussaint-Comeau et al., 2005, Figures 15 and 16, pp. 35-36).
The Midwest has the third most rapidly growing Latino population in the nationafter the South and West (Kayitsinga and Martinez, 2008). Between 1990 and 2007, the Latino population in the Midwest increased by 136%. It more than doubled during this period in every Midwestern state except Michigan (99% increase) and nearly quadrupled in Minnesota. Between 1990 and 2007 the percentage increase for each state is as follows: Minnesota (279%), Iowa (265%), Nebraska (260%), South Dakota (251%), Indiana (217%), Wisconsin (189%), Missouri (187%), Kansas (159%), North Dakota (158%), Illinois (111%), Ohio (102%) and Michigan (99%). At the end of this period only North and South Dakota had fewer--considerably fewer--than 100,000 Latino residents. While the percentage growth between 2000 and 2007 was substantially less than the preceding decade, the annualized increase in numbers over this 7-year period was on a par with that of the preceding decade (See appendix A for numeric and percentage growth for all states of the North Central region). While the current economic recession may have slowed immigrant growth nationwide (IPC 2008), including the Midwest, the fact remains that the social and structural incorporation of Latinos and immigrants in the Midwest remains both a substantial opportunity and a major challenge; both of which can best be met through regional cooperation across land grant universities, community partners, and other entities.
This effort to propose a North Central Education/Extension and Research Activity (NCERA) began with the convening by the NCRCRD of a North Central Knowledge Network on Latinos and Immigrants in Midwestern Communities (October 6-7, 2008 in Clive, Iowa) to build interstate research and outreach working groups. In May 2009, a half-day meeting of NC-Temp 1176 was held in conjunction with the Cambio de Colores conference in St. Louis to revise the proposal. Some 20 persons were present and were joined by 6 persons by phone. We anticipate that this regional project will result in articles, reports, and special issues of journals that contribute to the advancement of related fields of research and provide the intellectual basis for effective practices for meeting the needs of Latino and immigrant communities.
The proposed North Central Education/Extension and Research Activity (NCERA) fits the North Central regions high priority research because it will:
* Encourage high quality science and foster cross-cutting multidisciplinary and multistate research and outreach (State Agricultural Experiment Station Directors, 2007, p. 32.), especially in an area in which there is limited research and considerable need and public concern.
* Bring together researchers and Extension/outreach specialists with common interests and research agendas related to Latinos and immigrants in Midwestern communities to exchange information about work they are already doing and find ways to improve, expand, and collaborate on similar research projects. Simultaneously, the effort will encourage comparative studies across states and build communities of practice among Extension professionals and other change-oriented organizations working with Latinos and immigrants throughout the region.
* Build institutional capacity among land grant universities by bringing together researchers and Extension professionals to cooperatively develop and teach college classes and to train both faculty and Extension staff, share research-based practices, community development models, and make all published resources publicly available.
* Promote community development by training community agencies and service providers on how to build social capital and other community capitals, strengthen social networking among Latinos and immigrants and with the majority population. Trainings will use research-based materials produced by NCERA participants as well as best practices recommended by Extension professionals.
* Develop plans to strengthen opportunities for obtaining funding for multistate and single-state work related to Latinos and immigrants. By building multistate research networks and communities of practice, individuals with strong research and outreach skills and knowledge will more readily come together to develop regional proposals that will be more attractive to funders than if researchers and outreach personnel from each state were to seek funding on their own.
* Enhance undergraduate and graduate learning by creating classes and modules for classes that can be shared across institutions and curricula.
Priority Experiment Station objectives that relate to research and outreach activities designed to involve Latinos and immigrants in their new Midwestern communities include the following (see Guidelines for Multistate Research Activities, Revised April 2007, p. 33-34.):
1. Strengthen community and rural vitality by assessing and strengthening support services in the areas of job creation, education, health, and conflict resolution. (Social Change and Development [SC&D] objective.) This NCERA will involve researchers and Extension professionals in multistate teams. States that have areas of strength in selected programming areas will share their practices with those with emerging needs to expedite the process of better serving Latino and immigrant populations. Key focus areas would include self-employment, educational outcomes, and conflict resolution in both rural and urban communities.
2. Identify and build life-long learning opportunities for community members (SC&D objective), particularly for those with less education or whose first language is not English. Initially, we propose to focus on involving families in pre-K to high school education and in the transition to higher education. We also believe it is important to assess the effectiveness of large-scale education projects using technology, such as Plazas Comunitarias, an on-line Spanish high school degree program with support from the Mexican government and degree programs available through Monterey Tech (Instituto Tecnológico de Monterey), in increasing options for adults, but also in cementing cross-generational relations in the family around the importance of education.
3. Improve community and rural economic development including home-based and small businesses and diversified farms. Design strategies to improve social and human capital (Economic Development and Policy objective). Immigrants in particular have a high and growing entrepreneurship ratio when compared with other U.S. groups (Fairlie, 2008) This tendency will be encouraged, especially through business networks and communities of practice. Extensive research documents the economic and social contributions of entrepreneurs to individual, family, and community well-being. Factors such as resiliency, resourcefulness, and self-reliance are dominant explanatory variables of successful entrepreneurial ventures. Educational institutions, technical assistance providers, and community development groups continue to seek methodologies to increase the incidence of successful entrepreneurship by reducing the lag time from the inception of an idea to the launch of a new enterprise. NCERA will enable faculty and Extension professionals to become a major force in enhancing entrepreneurship among its diverse constituencies.
4. Enhance civic participation in governance structures by increasing contributions of diverse stakeholders in the assessment of social and economic opportunities in organizations and communities (SC&D). New immigrants civic involvement and volunteer engagement is significantly lower than that of registered Latino citizens, but about the same as Latino citizens not registered to vote (Pew Hispanic Center/Kaiser Family Foundation. 2004, Charts 34 and 36). Researchers will help find the best practices and develop resources for working with new immigrants. These communities can use a good deal of assistance from Extension and other outreach entities to aid them in becoming engaged residents of their adopted communities. In addition, research and Extension/outreach members of the NCERA will conduct research on immigrants contributions to their new communities and states and develop and assess materials and curricula for engaging long-term residents of communities around the idea that immigrants in their midst can be important contributors to community vitality, rather than being a drag on community progress, as some individuals and groups argue. Civic- engagement curricula will be developed or adapted and shared across states.
The failure to take positive steps to fully involve these new population groups in rural and urban communities of the North Central region would be a missed opportunity to enhance economic and community development in places that otherwise have and will be experiencing labor shortages, continued low-wage employment and, in some cases, conflicts among new residents and with long-term residents. The full involvement of all residentsregardless of origin, race, or ethnicitycan strengthen social, human, cultural, political, natural, financial, and built capital in communities that have in many cases have experienced difficulties since the farm crisis of the 1980s. These new residents should be viewed as assets for community betterment rather than as problems (Flora and Maldonado 2006; Naples 2000). High quality research is needed to devise suitable policies and outreach programs for involving new residents in their communities of destination.
Thus, the principal stakeholders for this NCERA include residents of rural and urban Midwestern communities with expanding Latino and immigrant populations and researchers and Extension/outreach personnel who are anxious to collaborate with new and long-term residents of those communities to build on the presence of newcomers to improve community well being, as well as students at Land Grant universities interested in expanding their knowledge and understanding of immigrants and Latinos in their communities.
Objectives
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1. CATALYZE LAND GRANT UNIVERSITY FACULTY MEMBERS, STUDENTS, AND EXTENSION/OUTREACH EDUCATORS TO COLLABORATE IN THE DEVELOPMENT OF KNOWLEDGE AND UNDERSTANDING OF THE CHALLENGES AND OPPORTUNITIES CONFRONTING THE GROWING LATINO AND IMMIGRANT POPULATIONS ACROSS THE COMMUNITIES AND CITIES OF THE MIDWEST. This involves mobilizing human resources within the university that normally do not have a relationship with Extension or the Experiment Stations, but which have expertise and skills regarding Latino and immigrant populations. It includes faculty in the humanities and non-agricultural social sciences, in education, business, engineering, architecture and planning, etc. It especially includes professionals in Latino Studies programs and Latino Research Centers. An important objective is to build new models of research and outreach collaboration that can be useful to other Land Grant and other State Universities and regions of the country, with a focus on the challenges and opportunities that Latinos and immigrants face as newcomers to rural and urban communities in the Midwest. In addition, the infrastructure for the effective operation of this Education/Extension and Research Activity and its working groups must be developed and maintained through a website that serves as a gateway to relevant research on Latinos, immigrants and Midwestern communities, to policy resources, educational materials, and innovative Extension/outreach programs and practices; regularly scheduled conference calls and web-based conferencing; and annual face-to-face meetings, supplemented by strategic rump sessions at regional and national conferences that focus on Latinos, immigrants, and/or communities. The NCRCRD and Latino research centers in the region can take the lead in contributing to the building of that infrastructure.
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STRENGTHEN THE TEACHING, RESEARCH, EXTENSION/OUTREACH, AND PUBLIC ENGAGEMENT CAPACITY OF THE REGIONS LAND GRANT AND OTHER UNIVERSITIES TO ADDRESS THE NEEDS OF AND PROMOTE THE INCORPORATION OF THE GROWING LATINO POPULATIONS AND RECENT IMMIGRANTS INTO MIDWESTERN COMMUNITIES. This can best be done through the working groups spawned by the proposed NCERA. Specifically, it involves developing inventories of research and of effective applied outreach programs for Latinos and immigrants in the North Central Region and collaborating with groups in other regions of the country such as SERA 37 (the New Hispanic South ERA). It also means identifying the strategic holes in research and Extension/outreach programs regarding Latinos and immigrants in communities and setting about to remedy those gaps. It may also involve assessing the effectiveness of applied programs that seek to incorporate newcomers into their communities. It will by necessity involve collaboration in writing grants to accomplish this objective.
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ADVANCE THE CAPACITY OF THE REGIONS LAND-GRANT UNIVERSITY SYSTEM TO PROVIDE TIMELY AND HIGH QUALITY EDUCATIONAL AND TRAINING PROGRAMS FOR EXTENSION FACULTY, OUTREACH WORKERS AND COMMUNITY PARTNERS WORKING TO MEET THE DIVERSE NEEDS OF THEIR COMMUNITIES. We anticipate that many of these training activities will be carried out in collaboration with the North Central Regional Center for Rural Development (NCRCRD). This is crucial, as prejudicial local responses to immigrants, especially Latinos, seem to be on the rise (Mock, 2007, states that the FBI reported a 35% increase in hate crimes against Latinos between 2003 and 2006).
Procedures and Activities
These specific procedures and activities will be facilitated by the following regional activities:
1. Establishment of multi-disciplinary working groups of LGU research and Extension/outreach faculty (including non-agriculture and non-Extension faculty in LGUs and faculty and professionals in other key educational institutions in the region and beyond).
2. Recruitment of additional faculty with complementary skills and knowledge to the research and outreach work groups.
3. Creation of work groups that will serve as networks that can be quickly and effectively mobilized to respond to funding opportunities that could advance their objectives; coordination of research efforts with faculty and Extension members working with Latinos and immigrants to increase understanding of the challenges and opportunities of these communities.
4. Development of a website for research, outreach, and educational resources on the Midwest for use by the NCERA working groups and other faculty in the region, as well as for community leaders and members.
5. Development of collaborative presentations at regional and national meetings on topics related to the working group members research and outreach activities.
6. Publication of research reports, journal articles and special issues, regional and national Extension publications, and policy assessments on important aspects of Latino/immigrants and communities of the Midwest. Papers and briefs can be exchanged through a website that will be available through the NCRCRD.
7. Development and delivery of multi-state curricula for training researchers and Extension/outreach workers to better understand the Latino/immigrant presence in the Midwest and assist local communities and Latinos/immigrants in those communities to better utilize talents of the newcomers.
Research questions and activities/outputs for each of the six working groups delineated at the October 2008 meeting along with the research questions developed by each group(Some have more elaborated plans than others):
FAMILY INVOLVEMENT IN EDUCATIONAL SUCCESS
Research questions: Using a strengths- and resources-based (as opposed to deficit) orientation, identify strengths and resources Latino and immigrant families use to address challenges they experience related to their childrens education. Strengths and resources include their community-grounded funds of knowledge (cultural and social capital), their problem-solving knowledge and skills (human capital), and material resources that can be brought to bear on the educational enterprise (financial capital). More specifically,
How do Latino students and families understand family involvement and support in education? How do those understandings influence family educational practices?
How do the informal educational activities of Latino students and families relate to the formal educational activities of their schools?
How do Latino students and families understand American schooling and how does that change throughout their immigrant experience? How is the process of understanding American schooling influenced by particular social, historical, economic, and political forces and community contexts?
Outputs/Activities:
Year 1: Conduct literature review of issues to be studied. Develop data collection and analysis plan (e.g., identify settings; recruit participants (families and community leaders); design assessment tools and develop interview questions, determine data interpretation procedures).
Year 2: Identify and train graduate students and extension field staff in data collection process. Collect data through the use of relevant assessments and in-depth interviews. Begin to analyze data.
Year 3: Continue to analyze data. Prepare a report of the findings. Develop educational products that showcase what the benefits are of a strengths- and resources-based orientation to work with families (e.g., informational DVD/videostream and lesson guide, online learning modules). These products will be based on research findings and disseminated to extension and other community-based youth- and family-serving professionals (e.g., community agency staff; teachers; college teacher preparation classes) to enhance their understanding of,an assets-based approach and its implications for youth and family professionals. Identify strategies to assess the short, medium, and potentially long-term outcomes of the educational projects.
Year 4: Pilot educational products with target audience. Revise educational products based on evaluation data from pilot project. Develop electronic dissemination plan for the educational products. Explore opportunities with Extension for dissemination.
Year 5: Refine evaluation strategies to measure impact of educational products. Disseminate educational products.
ENTREPRENEURSHIP AND ECONOMIC DEVELOPMENT
Research Questions:
" What strategies used by Latinos to accumulate assets/capital (natural, cultural, human, social, political, built, and financial) to start a business result in business longevity, growth, and in the ability of the business to improve wellbeing of proprietors, workers and their families?
" What role do formal and informal networks for obtaining credit, labor, inputs, and markets play in the start up, longevity, and growth of Latino businesses? How might they be improved them to increase startup success rates.
" What are the keys to success (and pitfalls to be avoided) of a Community of Practice focused on promoting research on and outreach to strengthen Latino entrepreneurship?
" What are the contributions of Latino and immigrant businesses to community and economic development as measured by the community capitals?
Activities/Outputs:
Year 1:
" A document and related proposal for a regional CoP around Latino small business and/or small diversified agriculture entrepreneurship that a) serve as a guideline for the operation of the CoP for the life of the NC-ERA and b) will be submitted for funding. The proposal will include funds for evaluating and assessing the effectiveness of the CoP.
" Publication on current programs to enhance Latino/immigrant entrepreneurship.
Year 2:
" Submission of one or more multi-state proposals for funding entrepreneurship research/outreach (including funding for continuation of CoP).
" An article reviewing the literature on a specific segment of Latino and immigrant entrepreneurship together with illustrative outreach programs.
Year 3:
" Mid-term evaluation of CoP.
" At least one additional research/outreach proposal re/submitted for funding.
Year 4:
" Draft of at least one research paper from funded project
" Draft of second literature review/practice-case-studies article
" Syllabus for a course on Latino Entrepreneurship in the Latino and immigrant track of the inter-institutional, interdisciplinary distance Masters in Community Development
Year 5:
" Research/application articles from funded projects. At least three articles should each address one of the research questions posed above.
" Complete and disseminate tool kit (in English and Spanish) and training program for a particular Latino entrepreneurship model.
BUILDING IMMIGRANT-FRIENDLY COMMUNITIES
Research Questions:
What are the factors that foster or impede the integration of newcomers into Midwestern communities?
How do receiving communities better understand the norms, values and traditions of newcomers?
What are the key relationships that need to be formed in order to facilitate community integration?
Activities/Outputs:
A body of information that stakeholders can use to increase their understanding on how to work with newcomers to improve their incorporation
Research methodologies and best practices that contribute to the integration process
INSTITUTIONAL TRANSFORMATION (Building capacity to serve diverse populations)
Research Questions:
How does Extension in the Midwest variously engage and/or work with Latino and other immigrant communities?
How does Extension variously define or understand diversity, particularly with respect to Latino and other immigrant communities?
How do Extensions efforts to work with Latino and other immigrant communities fit within their existing diversity plans?
What are the specific ways that Extension engages Latino and other immigrant
communities?
Activities/Outputs:
Inventory of programs oriented to Latino/immigrant populations in the Midwest. Documentation of successful external partnerships between Extension and Latino/immigrant communities.
Contribute to the work of the Diversity Center for Extension as regards Latino/immigrant communities and how to build capacity to work with them.
An assessment of the adaptive capacities of Extension to align its delivery system with Latino/immigrant communities; effective professional development programs designed for outreach to Latino/immigrant populations.
An assessment of the extent to which inclusiveness is embraced and institutionalized within the Extension organization and in College of Agriculture research and policy work. Identification of best practices which are transferable to other units?
- Integration of research outputs in unit diversity plans.
STRENGTHENING LATINO FAMILIES
Research Questions:
What are the resources families use to address challenges they experience related to their physical and mental health needs and their cultural and linguistic maintenance goals?
What are the specific strengths of Latino and immigrant families that contribute to their capacity to address challenges?
Activities/Outputs:
Determine the key decisions families must confront as part of the immigrant experience, and how those changed experiences contribute to redefining the meaning of family.
Understand, affirm, and enhance the funds of knowledge and dimensions of support that immigrant families draw on in their decision-making, as well as the circumstances that define and shape their decision-making processes.
Determine the foundations for and put into practice meaningful and appropriate family engagement and outreach programs.
CIVIC ENGAGEMENT
Research Questions:
What are the barriers/inhibitors to the participation of Latinos and immigrants in community life?
How and in what ways do Latinos and immigrants value participation in the host community?
What are the factors that contribute to Latinos and immigrants levels of engagement in the civic life of the host community?
What are the key leverage points that can promote Latino and immigrant community engagement?
How open/supportive is the dominant community to engage Latinos and immigrants in community civic life?
What are the strengths, weaknesses, and roles of Latino and immigrant nonprofit and community based organizations?
Output: Identification of key leverage points that can promote Latino/immigrants community engagement, including the role of pivotal institutions such as churches, schools, soccer clubs, and other civic organizations;
Output: Assessment of the strengths, weaknesses, and roles of Latino/Immigrant nonprofit and community-based organizations in promoting civic engagement
Expected Outcomes and Impacts
- Family involvement in educational success Outcomes: Reconstructing educational opportunity as a family activity, thereby improving educational outcomes for Latinos, immigrants, and all students. Based on the research results, design best practices for implementing effective family-oriented education within pre-K to 12 levels. Impacts: Measurably greater involvement of parents in childrens education and diminished ethnic differences and differences between children of native-born and foreign-born parents in childrens academic performance where best practices for family-oriented education are implemented.
- Entrepreneurship and Economic Development Outcomes: Assess Latino and immigrant entrepreneurship training programs and implement one or more of the most promising models in multiple states. Encourage their use by practitioners and university instructors via a course and a training curriculum and accompanying tool kit. Show effective use of a research-practitioner Community of Practice (CoP) to spawn quality research and outreach on asset-based entrepreneurship. Latinos and immigrants will combine entrepreneurship assetssocial, cultural, political, human, natural, financial, and builtso they can be used even more effectively for household and community economic vitality and economic security. Provide important conceptual contributions to the entrepreneurship field through the study of asset-based Latino and immigrant entrepreneurship. Impacts: Greater household and community economic vitality, economic security, and social wellbeing in communities where Latino and immigrant entrepreneurship outreach programs are implemented.
- Building immigrant-friendly communities Outcomes: Long-term residents and newcomers are able to live in integrated communities where the values, norms, and traditions of all are reflected in the rates of participation in civic life, the norms and structures of the communities and the institutional leadership of the community. Receiving communities understand and engage the diverse elements of the community in local decision-making and civic life. Impacts: Greater participation of Latinos and immigrants in civic life and as elected and appointed officials in communities where outreach programs for educating long term residents about the contributions of Latinos and immigrants to their communities than in comparable communities where such programs were not implemented.
- Institutional transformation Outcome: Increased capacity within Extension and Land Grant Institutions to strengthen capacities of Midwestern Latino/immigrant communities for self improvement. Impacts: Those universities where coalitions have been built to transform perspectives and structures for working with Latinos and immigrants will actually show a greater number of outreach, research, and academic programs and projects that incorporate concerns of Latinos and immigrants into their objectives and activities. Those universities will also show greater increases in enrollments of Latino and immigrant students and hiring of staff from these groups at all levels.
- Strengthening Latino Families Outcome: Latino and immigrant families in particular are able to cope more effectively in the new environment of their adopted Midwestern communities and still maintain cultural identity and intergenerational cohesion through their families. Impacts: Bridging and bonding social capital will be greater for Latinos and immigrants in communities where family engagement and outreach programs are in place.
- Outcome/Impact 6 -- Civic Engagement Outcome: Enhance Latinos/immigrants capacity to participate actively and fully in community life. Impacts: In communities where civic engagement programs are built around the research results regarding key institutions and Latino-led non-profit and community based organizations, there will be a higher participation rate of Latinos and immigrants in civic
Projected Participation
View Appendix E: ParticipationEducational Plan
The NCERA members, both researchers and Extension/outreach educators, will collaborate with the North Central Regional Center for Rural Development, the Julian Samora Research Institute (MSU), the Cambio Center (MU-Columbia), and other like entities at Midwestern Land Grant Universities, to provide research-based information and outreach techniques for strengthening communities and families to long-term residents and Latinos and immigrants. Key stakeholders also include the educational institutions that employ NCERA members. Every effort will be made by NCERA members to reach their colleagues with research results and to inform them of outreach programs focused on communities with Latino and immigrant populations. The aims are to integrate the research results in courses, to engage students in field research and to promote the development of new course opportunities and materials, including service learning opportunities for students.
In addition, NCERA members will address the question of making their own educational institutions more effective in including immigrant and Latino populations as constituents. The NCRCRD will host the NCERA website which will serve as a communications hub for the NCERA and educational tool for others who may wish to use its contents. The NCERA will also disseminate occasional publications written by NCERA members/working groups on Latinos and immigrants in the North Central region to University faculty, administrators, and outreach workers; to government officials, foundations, nonprofit organizations, and to Midwestern community leaders, with particular emphasis on reaching Latino and immigrant leaders. The NCERA working groups, with assistance from the NCRCRD, will organize and host multistate training designed to improve the outreach/education efforts of Extension educators in reaching Latinos and immigrants, as well as long-term residents, living in urban and rural communities of the North Central region.
The Great Plains IDEA distance masters degree in community development is putting together a new course, Immigrants and Communities. Researchers from this project will provide guest lectures and allow those students the opportunity to engage in parallel research projects as part of the class. This course will first be offered in the Spring of 2010.
Organization/Governance
The leadership of the North Central Development Committee #217 (NCDC 217) was selected at the October 6-7, 2008 meeting. Two co-chairs of the NCDC were chosen and chairs or co-chairs of the six work groups were selected. If this proposal is approved, the first meeting of the NCERA will be at the Julian Samora Research Institutes 20th Anniversary Conference Celebration on November 4-7, 2009. At that time, a formal election of a Chair (or Co-Chairs), Chair-elect, and Secretary and other officers would be organized. The working groups would continue to govern themselves, with periodic selection of chair or co-chairs and other officers as needed, and with reporting requirements to the overall organization.
Literature Cited
Decker, Christopher with Jerry Deichert and Lourdes Gouveia. 2008. Nebraskas Immigrant Population. Economic and Fiscal Impacts. OLLAS Special Report No. 5. Omaha, NE: Office of Latino/Latin American Studies (OLLAS), University of Nebraska at Omaha.
Ehresman, Ruth. 2006. Undocumented Workers: Impact on Missouris Economy, The Missouri Budget Project, June, 3pp.
Fairlie, Robert W. 2008. Estimating the Contribution of Immigrant Business Owners to the U.S. Economy, developed under a contract with the Small Business Administration, Office of Advocacy, November, 35pp. Accessed 11-24-08 at http://www.sba.gov/advo/research/rs334tot.pdf
Flora, Cornelia and Marta Maldonado. 2006. Immigrants as Assets for Midwestern Communities, Changing Face, University of California-Davis, June, Accessed 11-25-08 at: http://migration.ucdavis.edu/cf
Immigration Policy Center. 2007a. Assessing the Economic Impact of Immigration at the State and Local Level, IPC, A Division of The American Immigration Law Foundation, December. Accessed 11-25-08 at http://www.immigrationpolicy.org/index.php?content=opeconomy
Immigration Policy Center. 2007b. The Economic Impact of Immigration, IPC, A Division of The American Immigration Law Foundation, November. Accessed 11-25-08 at http://www.sba.gov/advo/research/rs334tot.pdf
Immigration Policy Center. 2008. Fewer Immigrants: Undocumented Immigration Slows Along With the U.S. Economy, IPC, A Division of The American Immigration Law Foundation, October. Accessed 11-26-08 at http://www.immigrationpolicy.org/images/File/factcheck/FewerJobOpeningsFewerImmigrants10-01-08.pdf
Kayitsinga, J. and Martinez, R. 2008. The Impact of Race and Ethnicity, Household Structure, and Socio-economic Status on Health in the Midwest. Julián Samora Research Institute Research Reports. Available on-line: www.jsri.msu.edu.
Mather, Mark, and Kelvin Pollard. 2007. Hispanic Gains Minimize Population Losses in Rural and Small-Town America, Population Reference Bureau, August. Accessed on 11-25-08 at: http://www.prb.org/Articles/2007/HispanicGains.aspx
Mock, Brentin, 2007. Immigration Backlash: Hate Crimes Against Latinos Flourish,
Intelligence Report, Southern Poverty Law Center (Winter). Accessed 11-29-08 at http://www.splcenter.org/intel/intelreport/article.jsp?aid=845.
Naples, Nancy. 2000. Economic Restructuring and Racialization: Incorporating of Mexicans and Mexican Americans in the Rural Midwest. Working Paper 7, The Center for Comparative Immigration Studies, University of California, San Diego.
Newman, Constance. 2003. Impacts of Hispanic Population Growth on Rural Wages, Economic Research Service, US Department of Agriculture, Agricultural Economics Report #826 (electronic), September, 23pp. Accessed 11-24-08 at http://www.ers.usda.gov/publications/aer826/aer826.pdf
Pew Hispanic Center/Kaiser Family Foundation. 2004. National Survey Of Latinos: Politics And Civic Participation, Conducted jointly by the Pew Hispanic Center and the Kaiser Family Foundation July, 77pp. Accessed 11-24-08 at http://pewhispanic.org/files/reports/33.pdf
State Agricultural Experiment Station Directors. 2007. Guidelines for Multistate Research Activities, Developed by the in cooperation with the Cooperative State Research, Education, and Extension Service, USDA (CSREES) and the Experiment Station Committee on Organization and Policy (ESCOP), Revised April.
Strayhorn, Carole Keeton. 2006. Special Report: Undocumented Immigrants In Texas: A Financial Analysis of the Impact to the State Budget and Economy, Texas Comptroller of Public Accounts, December, 22pp. Accessed on 11-25-08 at: http://www.window.state.tx.us/specialrpt/undocumented/
Toussaint-Comeau, Maude, Thomas Smith and Ludovic Comeau Jr. 2005.
Occupational Attainment and Mobility of Hispanics in a Changing Economy. A Report to The Pew Hispanic Center. Accessed 11-24-08 at
http://pewhispanic.org/files/reports/59.1.pdf