LATINO IMMIGRATION AND EDUCATION MARCELO M. SUÁREZ-OROZCO, Ph.D. The Richard Fisher Membership Fellow, Institute for Advanced Study, Princeton, NJ & The Courtney Sale Ross University Professor at New York University Co-Director, Immigration NYU National Council of La Raza October 22, 2009

The Age of Movement

The New, New Immigration – The New, New Immigration – 2008-

Top Countries of Birth, 2006 Country of Birth2006% 1. Mexico11,534, Philippines1,634, India1,505, China1,357, Vietnam1,116, El Salvador1,042, Korea1,021, Cuba932, Canada847, Dominican Republic764, Guatemala740, Jamaica643, Adapted from Pew Hispanic Center, 2008

Transgenerational Asymmetry Age-Sex Pyramid for Non-Hispanic Whites in the United States, 2006 Current Population Survey

Transgenerational Asymmetry Age-Sex Pyramid for Native-Born Hispanics in the United States, 2006 Current Population Survey

Education, Health and Well- Being Education, Health and Well- Being

Why Education Matters for Immigrants  Education, Labor Market and Mobility  Education and Poverty  Education and Health  Education and the Criminal Justice System

Immigration NYU The ‘Pipeline Problem’ for Latinos Of 100 Latino Elementary Students 52 Graduate from High School 31 Enroll in College 11 enter 4 Year College 20 enter Community College Only 2 Transfer to 4 Year College 4 attain a Graduate or a Professional Degree Fewer than 1 attain a Doctoral Degree 10 attain a B.A. Degree

From Whom Was Child Separated During Immigration?

From Whom Was Child Separated?

From Whom Was Child Separated?—Mother or Father From Whom Was Child Separated?—Mother or Father

English Language Proficiency

Immigration NYU Policy and Practice Implications  “Sink or Swim” integration policies  The DREAM Act  Increasing preschool opportunities  Rigorous 21 st century education  Teacher education  Second language education  Reconsidering high-stakes testing  After-school programs  Mentorships  Systematic college pathway instruction  Building on strengths of Latino families