NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ933995
Record Type: Journal
Publication Date: 2011
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0013-1946
The Nativistic Legacy of the Americanization Era in the Education of Mexican Immigrant Students
Galindo, Rene
Educational Studies: Journal of the American Educational Studies Association, v47 n4 p323-346 2011
Nativism is a forgotten ideology which nevertheless operates in the current era as illustrated by the resurgence of anti-immigrant sentiment and restrictionistic policies in response to growing Latino/a immigration. This response to Latino/a immigration recalls a historic era from the early 1900s known as the Americanization period which was also characterized by a strong nativist agenda and harsh restrictionistic policies. Developments from the Americanization period continue to influence immigration and education policies in the current era and are visible in the attacks against bilingual education, in mandated English-only laws, in locating struggles over national identity in the schools, and in the narrow focus on the acquisition of English in immigrant education. Identifying nativist themes from the Americanization era that have been reinvigorated in today's anti-immigrant climate makes visible a type of discrimination directed at immigrants that is not often recognized as discrimination due to a Black and White view of prejudice termed racial dualism. In addition to identifying the influence of the nativist legacy of the Americanization period in the current era, the implications of the conflict of legacies between the Civil Rights and Americanization eras for the education of immigrant students are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A