Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.



No description

heidi horton

on 21 April 2010

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Gender

Gender “Nor do the women stay behind. Of the first two young women who came, one has made her home in Los Angeles and now has children who are grown and married. The second, by twist of fate, has wound up living in Tijuana; it is she upon whom the duty falls of helping townsmen who arrive at the border to find coyotes who will take them north to Los Angeles.“ (Perez, p. 164) “Mother worked in the cigar factory five and one-half days a week as one of the boncheras, the woman who bunched the fillers of the cigars with good but rough tobacco, before the cigars went into the wooden molds to be firmly pressed into shape and passed on to the master craftsmen for finishing. She was paid very little.” (Grillo, p. 20) “The young people began to emigrate, the young women working as maids in the homes of the rich people, the young men finding work in lots of different settings” (Perez p.129-130). Since then, he’s worked as a dishwasher, carwasher, janitor, gardener’s helper, etc. (Perez, p.71) “At the end of each day the coyote assigned hotel rooms to members of the group, and despite her protests, he always gave the college girl a separate room, he said, for security reasons. Before the journey was over, he told her that if she didn’t cooperate, he’d abandon her on the road, and then he raped her.” (Perez, p.41). “I thought I caught a certain wistfulness in my sister’s face and voice. Four years older than I, Sylvia had watched each of the older boys leave Tampa seeking opportunity. Now I, younger than she, had my opportunity. Why did she always have to stay behind?” (Grillo, p. 52) Standards Addressed:

WG. 4.3 Hypothesize about the impact of push factors and pull factors on human migration in selected regions and about changes in these factors over time.

Investigate and interpret multiple causation in analyzing historical actions, and analyze cause-and-effect relationships.
Clip from film: Bread and Roses
http://www.mymovies.it/trailer/?id=29346 For immigrant Latinos, the expectations to work, contribute to the family, and assume a traditional gender role often supersede their desire to attain a higher education. Fry (2005) notes that foreign-born school dropout rates are strongly linked to the age at which the teen migrates and the country that initially educated the teen. Foreign-born teens who arrive in the United States early in their childhood have a better chance of matriculating through the education system; however, teens whoarrive in late adolescence or who had education difficulties before immigrating have a high school dropout rate greater than 70% (Fry, 2005). The pressure to work once arriving in this country is even more urgent for this population of males (Fry, 2005). Many foreign-born Latino males who arrive in late adolescence are likely to be labor migrants. In effect, they come to the United States to work and not to attend college
(Fry, 2005)
Safety issues:
Predation - Females face additional dangers in migrating to the United States. Border towns, such as Ciudad Juarez, hold dangers for all migrants especially females. Coyotes and other aspects of the organization of border-crossing may deter some females from attempting to cross. Chain Migration:
Impact of family

In 2001, the United States admitted 1,064,318 immigrants--enough people to create a major city the size of Chicago. Why is immigration so high? One of the reasons is chain migration. In chain migration, one immigrant sponsors several other immigrants for admission, who then sponsor several others themselves, and so on. Naturally, chain migration drives immigration numbers up; annual immigration has tripled since chain migration began in the mid-1960s and has led to additional millions consigned to visa waiting lists.

Labor & Gender
Especially in terms of undocumented immigrants, opportunities for work in the U.S. are quite different based on gender. This has an impact on the decision to migrate and the opportunities presented to migrants based on gender. Education & Gender Chain migration helps many females gain entry into the United States, by relying on family and community. Considering the following question: How does gender impact the choices that immigrant’s make both in the decision to migrate as well as the choices they make and opportunities they have once in the United States? Consider how gender impacts immigrants both while crossing into the United States as well as once they are in the country looking for work. How might this further impact the children of immigrants? Supplemental Resources

Boyd, M. (2003). Women and Migration: Incorporating Gender into International Migration Theory. Migration Policy Institute. Retrieved from http://www.migrationinformation.org/Feature/display.cfm?id=106

Fry, R. (2006). Gender and Migration. Pew Hispanic Center Online. Retrieved from http://pewhispanic.org/topics/?TopicID=16

Liberdad Latina Website. http://www.libertadlatina.org/Crisis_Lat_Mexico_Juarez_Femicide.htm

Powers, M. Seltzer, W. & Shi, J. (1998). Gender Differences in the Occupational Status of Undocumented Immigrants in the United States: Experience before and after Legalization. International Migration Review, Vol. 32, No. 4 (Winter, 1998), pp. 1015-1046. Published by: The Center for Migration Studies of New York, Inc. Retrieved from http://www.jstor.org/stable/2547670

Saenz, V. & Ponjuan, L. (2009) The Vanishing Latino Male in Higher Education. Journal of Hispanic Higher Education. 8(54). Retrieved from http://jhh.sagepub.com/cgi/content/abstract/8/1/54
Full transcript