1. When Two Worlds Collide:
Immigration & Social Justice
By Sharece M. Bunn & Caitlin J. McVay

2. Overview
Here’s what we’ll be doing today.
I. Learning Objectives
II. Framing Our Social Justice
Lenses
III. Framing the Historical Context
of Immigration
IV. Framing Our Work as
Immigration Advisors
V. Next Steps
VI. Questions & Discussion

3. Learning Objectives
1. To articulate how a social justice
lens may impact your work in
immigration advising.
2. To collaborate with colleagues to
deepen understandings about social
change and social progress as
international educators.
3. To develop a toolbox of ideas to
empower yourselves and campus
colleagues to seek social justice
through international education.

5. Framing Our Social
Justice Lenses
● Who is privileged by immigration laws?
● Who has the power to make and enforce
immigration laws?
● How are our laws perpetuating difference
and discrimination?

6. Privilege
“Moving through life
without being marked in
ways that identify you as
an outsider, as
exceptional or “other” to
be excluded, or to be
included, but always with
conditions.”
(Johnson, 2013).
The DOMINANT Narrative
● Classroom expectations
● English requirement
● Communication - bold is better
● We belong; others are “guests.”

7. Oppression The existence of
“otherness” is a direct
result of the systems of
oppression within our
world.
“Others” go against
cultural expectations and
norms.
“Lower status” takes precedent
The One Drop Rule - one drop of
sub-Saharan-African ancestry is
considered black.
You might be:
● Part Jewish
● Part Vietnamese
How often do you refer to someone
as “part white?”
Result of underlying White
supremacy, ethnocentrism, and
White nationalism

8. This is Global Social Justice.
“We believe global social justice is both a process and a goal. The goal of global social
justice is full and equal participation of all groups in a global society that is mutually
shaped to meet their needs. Global social justice includes a vision of global society in
which the distribution of resources is equitable and all members are physically and
psychologically safe and secure. We envision a global society in which individuals are
both self-determining (able to develop their full capacities) and interdependent
(capable of interacting democratically with others). Global social justice involves social
actors who have a sense of their own agency as well as a sense of social responsibility
toward and with others one another, their our society, and the broader world in which
we live we share” (Adapted from Bell, 2013).

10. Framing the Historical Context of Immigration
“Free” Immigration Period
Ellis Island opens
“Historically open attitude” changes
Immigration and Naturalization Service (INS)
Immigration Reform: Immigration and Nationality Act
removed racial barriers, updated preference system
Illegal Immigration Reform and Immigrant Responsibility Act
creates first database
Patriot Act cues in SEVIS and DSO responsibilities;
Homeland Security Act establishes three new agencies
Pre-1891
1892
1900s
1933
1952-65
1996
2001
Present
(American Immigration Center, 2010; USCIS History Office and Library, 2012)

11. A History of Exclusion
Overt
Exclusion
Criminals,
Prostitutes,
Illiterate, Chinese
contract laborers,
“Lunatics,”
Polygamists,
those with
contagious
diseases, Political
extremists,
Anarchists;
Asia-Pacific
nationals;
Communist Party
members
“History is written
by the victors.”
(American Immigration Council, 2016; Ewing, 2012)

12. The Unwritten Preferences
● 1921 Quota Law: caps immigration at 350,000 per year; country
limits = 3% of US population with ancestral ties in 1910
○ Favors Northwestern Europe
● 1924 National Origins Act: lowers cap to 165,000 & 2% in 1890
○ Why? Eastern and Southern European immigrants began
to increase in 1880
● 1929 Registry Act: creates amnesty programs that allow
“deserving” illegal immigrants to legalize status
○ Between 1925-65, 73% European
● 1952 Immigration and Nationality Act: eliminates race as a
basis of exclusion, but not national origin
○ New quota preferences UK, Ireland, Germany
(American Immigration Council, 2016; Ewing, 2012; EyeWitness to History, 2000; Schrag, 2010)

13. Major World Events Spur Immigration Policy
1993 World Trade
Center Attacks
● out of status on
student visa;
left school
September 11th, 2001
Terrorist Attacks
● no show;
entered on
student visa
Tools for Counterterrorism Measures
● Student and Exchange Visitor Information System (SEVIS)
○ “SEVIS is a critical tool in SEVP's mission to protect national security
while supporting the legal entry of F, M and J nonimmigrants to the
United States for education and cultural exchange.”
● National Security Exit and Entry Registration System (NSEERS)
○ “... participation in the program was restricted to individuals from
specifically designated countries, as well as those deemed ‘heightened
national security or law enforcement risks.’”
○ Specialized entry process, fingerprints, photographs, yearly “check-ins”
Designated Countries:
Afghanistan, Algeria, Bahrain, Bangladesh, Egypt, Eritrea, Indonesia, Iran, Iraq,
Jordan, Kuwait, Lebanon, Libya, Morocco, North Korea, Oman, Pakistan, Qatar,
Saudi Arabia, Somalia, Sudan, Syria Tunisia, United Arab Emirates, and Yemen.
(American Immigration Center, 2010;
Chishti & Bergeron, 2011; US DHS,
2011; US ICE, 2015; Waslin, 2012)

14. Framing Our Work as Immigration Advisors
How do you describe your role as an immigration advisor?
How do you see social justice
and immigration intersecting
in your role in international
education?

15. Scenarios
No. 1: Raised Tuition or Fees
No. 2: Pregnancy & Medical RCLs
Wading through the Gray Areas

16. Scenario 1: Raised tuition or fees
- How does your institution
structure tuition and fees for
international students?
- Should international students pay
higher tuition or fees to
compensate for immigration
compliance?

17. The Value of International Students

18. Scenario 2: Pregnancies and Medical RCLs
- How do you approach and
process Medical RCLs for
pregnant students?
- What factors contribute to the
decision?
- How do you determine how
many credits they can take?

19. Comments We Hear about Pregnant Students

20. Next Steps: Moving Toward
Social Change
Be an advocate.
● Question policies
● Interpret regulations in ways that
benefit the student
● Join the discussion. #IAdvocateFor
○ ConnectingOurWorld.org
● Talk to your legal counsel!
Caution: Be aware of the tools you use to
push for change.
Get more involved in NAFSA!
● Discussion Forums
● Advocacy Day

21. What now?
What can you do to promote
social change and progress
within your role?

22. The Moving
Walkway

23. Questions &
Discussion

24. Final thought:
What is one thing you can
do when you get back?

25. References
1. American Immigration Center. (2010). SEVIS stems from crucial moments in US history. Retrieved from
https://www.us-immigration.com/us-immigration-news/us-immigration/sevis-stems-from-crucial-moments-in-us-history/
2. American Immigration Council. (2016). Did my family really come “legally”? Retrieved from
http://www.americanimmigrationcouncil.org/sites/default/files/research/did_my_family_really_come_legally.pdf
3. Bell, L. A. (2013). Theoretical foundations. In M. Adams, W. J. Blumenfeld, C Castañeda, H. W. Hackman, M. L. Peters, X. Zúñiga (Eds.), Readings for diversity and
social justice (21-26). New York: Routledge.
4. Chishti, M. & Bergeron, C. (2011). DHS announces end to controversial post-9/11 immigrant registration and tracking program. Retrieved from
http://www.migrationpolicy.org/article/dhs-announces-end-controversial-post-911-immigrant-registration-and-tracking-program
5. Ewing, W. A. (2012). Opportunity and exclusion: A brief history of U.S. immigration policy. Retrieved from
https://www.americanimmigrationcouncil.org/research/opportunity-and-exclusion-brief-history-us-immigration-policy
6. EyeWitness to History. (2000). Immigration in the early 1900s. Retrieved from http://www.eyewitnesstohistory.com/snpim1.htm
7. Johnson, A. G. (2013). The social construction of Difference. In M. Adams, W. J. Blumenfeld, C Castañeda, H. W. Hackman, M. L. Peters, X. Zúñiga (Eds.), Readings
for diversity and social justice (16-21). New York: Routledge.
8. Johnson, A. G. (2006). Privilege, Power, and Difference. New York: McGraw Hill.
9. Kivel, P. (2011). Uprooting racism: How white people can work for racial justice. Gabriola Island, BC: New Society Publishers.
10. Schrag, P. (2010). The unwanted: Immigration and nativism in America. Retrieved from
https://www.americanimmigrationcouncil.org/sites/default/files/research/Immigration_and_Natvism_091310.pdf
11. Tatum, B. D. (2013). Defining racism: “Can we talk?” In M. Adams, W. J. Blumenfeld, C Castañeda, H. W. Hackman, M. L. Peters, X. Zúñiga (Eds.), Readings for
diversity and social justice (65-68). New York: Routledge.
12. US Department of Homeland Security. (2011). DHS removes designated countries from NSEERS registration. Retrieved from
https://www.dhs.gov/dhs-removes-designated-countries-nseers-registration-may-2011
13. USCIS History Office and Library. (2012). Overview of INS history. Retrieved from
https://www.uscis.gov/sites/default/files/USCIS/History%20and%20Genealogy/Our%20History/INS%20History/INSHistory.pdf
14. US Immigration and Customs Enforcement. (2015, April 20). ICE tracks non-immigrant students in the US. Retrieved from
https://www.ice.gov/news/releases/ice-tracks-non-immigrant-students-us
15. Waslin, M. (2012). DHS’s NSEERS program, while inactive, continues to discriminate. Retrieved from
http://immigrationimpact.com/2012/06/28/dhss-nseers-program-while-inactive-continues-to-discriminate/

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