Immigration and Xenophobia

TEACHER GUIDE
CONTENT / DIRECTIONS
TIME ALLOCATION
GOAL
To explore how we feel about others and ourselves in relation to our immigration status, by exploring our own feelings and biases towards immigrants in order to raise our personal awareness around immigration and xenophobia.

ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:

1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:

1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:

1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:

1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning

SUPPLIES
Markers, Poster paper (4 posters with different titles: (2) 1st generation; (2) 2nd generation Plus

INTRODUCTION
Introduce topic by mentioning its importance in our community, and how it was one of the aspects of identity we had put on the Quienes Somos chart during the first day. Remind them that it is a very difficult issue in our community and it is important to be honest, and welcome/challenge them to be uncomfortable and real.

TERMS
Immigration, Immigrant, US Born, 1st Generation, 2nd Generation, xenophobia

DEFINITIONS
1. Immigration: To come to a country of which one is not a native, usually for permanent residence.
2. Immigrant: A person who comes to a country, different from the country they were born in, to take up residence.
3. U.S. Born: Anyone born in the U.S. or who is born in a U.S. military base or who is born in a U.S. territory.
4. 1st Generation: A person who is US Born and whose parents(s) is/are immigrants.
5. 2nd Generation: A person who is US born and whose parent(s) is/are also U.S. born.
6. Xenophobia – The fear, dislike, or hatred of anything foreign. Specifically used with “foreigners” or strangers.

Affinity Group Seperate
Immigrant Group (ADMIN AND TEACHER) PLACE TO BE ARRANGED
1st Generation Group (TEACHER AND ADMIN) PLACE TO BE ARRANGED
2nd Generation+ Group (TEACHER) PLACE TO BE ARRANGED

2nd generation +
1. Before you start, make sure students are 2nd Generation.
2. How do you feel about being grouped this way?
3. What generation are you?
4. Have you ever thought of your generation status? Why or Why Not?
5. Do you think about being a U.S. Born Citizen

Transition them by acknowledging the diversity of individuals in the room raging from 2nd generation to 3rd, 4th, 5th, etc. Acknowledge the different levels of consciousness about immigration, from being conscious to not at all or limited.


Stereotype List

Transition them into talking about immigration in the way it was presented in the intro. Participants will list their stereotypes. Acknowledge that it is difficult, but encourage them to be honest. It is a necessary step in helping us understand ourselves so that we can begin to communicate open and honestly with our immigrant brothers and sisters.


Directions for stereotypes list
Instruct participants that their task is to create a stereotype list. Remind participants that we all have them. Again ask them to be honest and just go with the first image that comes up. (Do two lists and inform participants that the list will be shared with the immigrant group before generating the list.)
* When creating the list participants’ do it quickly through share-outs, limit the time they have to over-think or to respond/analyze someone else’s response. Write down whatever you hear.


Question:

Who do you think of when you hear the word immigrant?
What do you think of when you hear the word immigrant?
Leadership Team will pick up the stereotype lists and deliver to immigrants

Have participants look at the lists created and reflect on what it means to them. Have them focus on how they are feeling after having done this list.
What do these stereotypes mean to you?
How was this, was it easy hard? Was it easier than you thought?

Take Share Outs


2nd Generation Debrief

Helping Questions:
· Do you have stereotypes on the list that you didn’t say?
· Where do the stereotypes come from? Where do you get these ideas?
· What experiences have you had with immigrant people? How did you know the person was an immigrant? What happened? How did you feel about it?
· How do you feel about immigrant people? Where do these feelings come from?
· Has anyone ever mistaken you as an immigrant? What was your reaction? Anger? Frustration?

Try to find connections between the stereotypes and their feelings about immigrants, link stereotypes to prejudice. ***Facilitate connections to class if it comes up.**** (Example: What does it mean to you that immigrants are poor?)

After talking for a bit, focus on how stereotypes affect relationships:
How do you think these stereotypes affect how we do or do not relate to each other because of immigration status? Who do we reach out to? Who do we avoid? Etc.
Prepare group to combine with 1st Generation.

1st Generation

Check In
· Before you start, make sure everyone is 1st Generation.
· How do you feel about being grouped this way?
· Have you ever thought of your generation status? Why or Why Not?
Do you think about being a U.S. Born Citizen

Share-outs

Validate the different range of emotions and comfort. Identify that it is a difficult subject and the pain is deep and true. For this reason the next step we are going to ask students to do is very difficult. But the truth is that they are different than their parents, and students in the other room. There is a huge difference (pause for affect). So in order to honor our parent’s struggle we are going to create a list of stereotypes that will assist us in acknowledging and recognizing our biases and prejudices and question our leadership role in the African American Black Latina/o community. Only through this questioning process can we move forward with clarity in our leadership.

Stereotype List

Transition them into talking about immigration in the way it was presented in the intro. Students will list their stereotypes. Acknowledge that it is difficult, but encourage them to be honest. It is a necessary step in helping us understand ourselves so that we can begin to communicate open and honestly with our immigrant brothers and sisters.

Directions for stereotypes list
Instruct students that their task is to create a stereotype list. Remind students that we all have them. Again ask them to be honest and just go with the first image that comes up. (Do two lists and inform students that the list will be shared with the immigrant.)

* When creating the list students’ do it quickly through share-outs, limit the time they have to over-think or to respond/analyze someone else’s response. Write down whatever you hear.

Question:
Who do you think of when you hear the word immigrant?
What do you think of when you hear the word immigrant?

Leadership Team will pick up the stereotype lists and deliver to immigrants

Have students look at the lists created and reflect on what it means to them. Have them focus on how they are feeling after having done this list.
What do these stereotypes mean to you?
How was this, was it easy hard? Was it easier than you thought?

Take Share Outs

1st Generation Debrief

Helping Questions:
· Do you have stereotypes on the list that you didn’t say?
· Where do the stereotypes come from? Where do you get these ideas?
· What experiences have you had with immigrant people? How did you know the person was an immigrant? What happened? How did you feel about it?
· How do you feel about immigrant people? Where do these feelings come from?
· Has anyone ever mistaken you as an immigrant? What was your reaction? Anger? Frustration?

Try to find connections between the stereotypes and their feelings about immigrants, link stereotypes to prejudice. ***Facilitate connections to class if it comes up. ****(Example: What does it mean to you that immigrants are poor?)

After talking for a bit, focus on how stereotypes affect relationships:
How do you think these stereotypes affect how we do or do not relate to each other because of immigration status? Who do we reach out to? Who do we avoid? Etc.
Prepare group to combine with 2nd Generation.

1st & 2nd Generation Comunidad Debrief (FACULTY / ADMIN)

Transition them into being together. Acknowledge that there are differences and similarities in our experiences. Have 1st Generation and 2nd Generation view each others list and ask them to react to what they see (focus on feelings).

Questions:
·In viewing the two lists what comes up for you?
·What our differences in experiences and what are our shared experiences as a group of U.S. born?
·(In other words: where do we have privilege as a group? Facilitator may need to work with group to have them acknowledge it and name it)
·Who do we reach out to? Who do we avoid? Etc.?
·How do these stereotypes and privilege affect our leadership?

Transition group into thinking about how to dialogue about these stereotypes and privilege with immigrants. Can we take responsibility and work through a stereotype? Ask someone to role model taking responsibility for a stereotype put on the list. Exemplify this to the students.

What can you do to support immigrants?

Transition into fishbowl / set-up

***Prepare to move to community. Prepare for Fishbowl experiential. Explain to students that they will be participating in a fishbowl. It will be an opportunity to hear the experience of the immigrants. At the end they will have the opportunity to reflect what the immigrant community members shared with them.

Immigrant Group Check-In
Check-in: Name and how you are feeling about being grouped this way

· Process the group’s feelings coming out of the popcorn exercise. How do you feel?
· Have them share stories of what it is like to be an immigrant in this society.
· What is their greatest challenge with xenophobia be it internal or external? How does it impact your identity, your life?
· What is it like to be denied the privileges offered to non-immigrant people?

*** It is very easy for this group to shut down at this point. If no conversation is flowing, try doing some dyads first. Be aware that this group may have a difficult time delving into the difficulties that come with being an immigrant and may try to focus on the positives. Acknowledge that but give care to have them acknowledge the challenges that come with being an immigrant

Create Privilege Lists

Immigrant group will create two posters, one to keep and one for the 1st & 2nd Generation group. The posters will list the privileges of the non-immigrant group.

Review Stereotype List

Tell the group that they will review a list of stereotypes generated by the U.S. Born people in this community. One list from 1st generation group and one from 2nd generation group.

Get reactions to list.

1. How do you feel?
2. How do you feel about the lists?
3. Is there anything that stands out?
4. What do you want US Born to know?
5. Prepare group for fishbowl and community meeting.

COM
MUNIDAD DEBRIEF
Immigrant group rejoins community for cross-talk

· US Born: What did you learn about stereotypes? What stereotypes do you hold? What did you hear someone say________?
· Immigrants: What do you need from U.S. Born people? Ask to see if they want a response.
· U.S. Born: What can you do with your privilege? How can you support immigrants (Make sure you are getting responses from both affinity groups – 1st Generation & 2nd Generation +)


Homework
Immigration Debrief
· How are you feeling?
· What do you need to say to each other?
· Immigrants: What do you need from the U.S. Born group?
· U.S Born: What do you need to do?

Debrief the day, and THE ASLI so far.
How are you feeling?
What stands out to you from today’s exercises/dialogue?
What are you struggling with?