Asian Americans and the 2008 Election

Presents results of a survey of Asian Americans' views on the 2008 election and political participation. Examines candidate preferences, issues of concern, and percentages of likely voters, by party affiliation, voting record, ethnic group, and state

Friendships, Rivalries, and Trysts: Characterizing Relations between Ideas in Texts

Understanding how ideas relate to each other is a fundamental question in many domains, ranging from intellectual history to public communication. Because ideas are naturally embedded in texts, we propose the first framework to systematically characterize the relations between ideas based on their occurrence in a corpus of documents, independent of how these ideas are represented. Combining two statistics --- cooccurrence within documents and prevalence correlation over time --- our approach reveals a number of different ways in which ideas can cooperate and compete. For instance, two ideas can closely track each other's prevalence over time, and yet rarely cooccur, almost like a "cold war" scenario. We observe that pairwise cooccurrence and prevalence correlation exhibit different distributions. We further demonstrate that our approach is able to uncover intriguing relations between ideas through in-depth case studies on news articles and research papers.Comment: 11 pages, 9 figures, to appear in Proceedings of ACL 2017, code and data available at https://chenhaot.com/pages/idea-relations.html (fixed a typo

An Institutional Examination of the Local Implementation of the DACA Program

In June 2012, President Barack Obama created the Deferred Action for Childhood Arrivals (DACA) program to offer qualified young undocumented immigrants a two-year renewable stay of deportation and the ability to apply for a work permit. DACA is a federal administrative directive, not a congressional law, and unlike the last major legalization program in 1986, no federal resources have been allocated for its implementation. The case of DACA thus raises questions about how new rights granted by executive prosecutorial discretion are actually implemented in local communities and how they are experienced by the intended beneficiaries in different localities. More specifically, how have different stakeholders, including local government officials, legal service providers, advocacy organizations, funders, consulates, and labor unions, integrated (or not) DACA into their mission, programming, and resource allocation? What collaborations have formed between these different stakeholders around the DACA program? What challenges do they face along the way and how are they addressing these challenges

Civic Lessons: Public Schools and the Civic Development of Undocumented Students and Parents

In the Court reasoned that by providing undocumented students with core academic instruction, public schools could contribute to their participation in democratic institutions and thus enhance civic life. This article assesses this and a set of related claims. Drawing on three data sets, the authors consider how access to public schools shapes the civic development and civic engagement of undocumented students and their parents. They first introduce data from a longitudinal study tracking the civic development of youth through high school and into adulthood. They then share survey data that indicates the relatively high levels of school participation among undocumented immigrant parents in . Finally, they report on a case study of twelve community-based groups who support robust school participation of undocumented immigrant parents. They find that public schools are key sites where undocumented immigrant youth and adults encounter other citizens and engage the state. Public schools teach about, and provide practice in, civic engagement. Undocumented immigrant students and parents develop knowledge, skills, and commitments for civic engagement by participating in school activities, school-based social networks, school governance, and educational reform

Service versus Advocacy? A Comparison of Two Latino Community-Based Organizations in Chelsea, Massachusetts

Anyone walking down Chelsea’s main drag, Broadway, would be struck by its raucous cacophony of sights and sounds, a panoply of foreign languages spoken by women (many mothers with young children and infants), children, teenagers, and men of a variety of physiognomies and skin tones; a collage of small specialty shops selling jewelry, clothing, religious statues, CDs, and mobile phones; and restaurants and eateries serving El Salvadoran, Vietnamese, Mexican, and Chinese food; pawnshops, check-cashing places, bakeries, and coffee shops, with occasional rectangles of negative visual space occupied by the post office and chain drug and convenience stores. It is a new twist on Mondrian’s polychromatic painting Broadway Boogie Woogie, vibrating with the sounds of reggaeton, norteño, salsa, or punta instead of jazz. For almost two decades, I have been fascinated by this tiny city, which, due to its compactness, induces its highly heterogeneous population, perennially fed by an inflow of poor immigrants, to rub shoulders socially and civically. This has produced a remarkable kind of working-class cosmopolitanism that has, for example, occasionally been noticed elsewhere and described in social scientific writing on multiethnic neighborhoods in early–twentieth-century Los Angeles and in late- twentieth-century New York

Civic Lessons: Public Schools and the Civic Development of Undocumented Students and Parents

In the Court reasoned that by providing undocumented students with core academic instruction, public schools could contribute to their participation in democratic institutions and thus enhance civic life. This article assesses this and a set of related claims. Drawing on three data sets, the authors consider how access to public schools shapes the civic development and civic engagement of undocumented students and their parents. They first introduce data from a longitudinal study tracking the civic development of youth through high school and into adulthood. They then share survey data that indicates the relatively high levels of school participation among undocumented immigrant parents in . Finally, they report on a case study of twelve community-based groups who support robust school participation of undocumented immigrant parents. They find that public schools are key sites where undocumented immigrant youth and adults encounter other citizens and engage the state. Public schools teach about, and provide practice in, civic engagement. Undocumented immigrant students and parents develop knowledge, skills, and commitments for civic engagement by participating in school activities, school-based social networks, school governance, and educational reform

The President and Immigration Federalism

This Article lays out a systematic, conceptual framework to better understand the relationship between federal executive action and state- level legislation in immigration. Prior immigration law scholarship has focused on structural power questions between the U.S. federal government—as a unitary entity—and the states, while newer scholarship has examined separation of powers concerns between the President and Congress. This Article builds on both of these traditions, focusing on the intersectional relationship between the federal Executive and subfederal lawmaking, which is an important yet overlooked dynamic in the resurgence of immigration federalism. First, this Article explains the relationship between presidential action and state reaction in the immigration field, deriving a typology from historical examples of curtailing, co-opting, and catalyzing state action. Next, it uses that tripartite framework to explicate the ways that the Obama Presidency has deepened presidential power through immigration federalism, sometimes in unintentional ways. As an example of an unintended consequence of presidential action, this Article provides a novel explanation for the rise of state driver’s license laws for unauthorized immigrants. This Article’s analysis concludes that the President wields significant influence to bring coherency to immigration enforcement and instantiate a de facto national policy, using states to entrench his vision. In some circumstances, however, states may resist presidential action, thereby functioning as Congress’s proxy in separation of powers battles over immigration policy

Immigrant Status and Voting Behavior

This issue brief examines the current key issues involving both immigrant status and voting behavior in the United States. As non-citizen immigrants are prohibited from voting in all major elections, this brief emphasizes the factors determining both the rate of voting participation among naturalized immigrants and the rate of naturalization among immigrants in general