Anti-immigration sentiments and the true benefits of inclusivity

Andrea J Jeddi


The summer of 2018 has been marked by heavy-handed anti-immigration legislation and executive orders that will inevitably affect English Language Learners (ELLs) in significant ways. The author examines explanations for the rising wave of anti-immigrant sentiments and discusses research that affirms the true benefits of inclusivity.


legislation, intersectionality, equity literacy,Trump

Full Text:

Download PDF


Fiske, S. T., Cuddy, A. J. C., Xu, J., & Glick, P. (2002). A model of (often mixed) stereotype content: Competence and warmth respectively follow from perceived status and competition. Journal of Personality and Social Psychology, 82(6), 878-902. Retrieved from

Flores, R. D. (2017). Do anti-immigrant laws shape public sentiment? A study of Arizona's SB 1070 using Twitter data. American Journal of Sociology, 123(2), 333-384. doi:10.1086/692983

Gonzalez-Barrera, A. (2015). More Mexicans leaving than coming to the U.S.: Net loss of 140,000 from 2009-2014. Pew Research Center. Retrieved from

Gorski, P.C. (2018). Reaching and teaching students in poverty (2nd ed.). New York, NY: Teachers College Press.

Horgan, J., & Shortland, N. (2018). Towards a typology of terrorism involvement: A behavioral differentiation of violent extremist offenders. Journal of Threat Assessment and Management, 5(2), 84-102. doi:10.1037%2Ftam0000102

Johnson, S. (2018) Farsighted: How we make the decisions that matter the most. New York, NY: Riverhead Books.

Kaplan, M. & Donovan, M. (2013). The inclusion dividend: Why investing in diversity & inclusion pays off. New York, NY: Bibliomotion.

Massy, D. S., Durand, J., & Pren, K. A. (2016). Why border enforcement back-fired. American Journal of Sociology, 121(5), 1557-1600. Retrieved from

Moon, J. (2018). Why Mendez still matters: Meet the school desegregation case that still affects ELL instruction today. Teaching Tolerance, 58, 43-46.

Mutz, D. C. (2018). Status threat, not economic hardship, explains the 2016 presidential vote. Proceedings from the National Academy of Sciences of the United States of America, 115(19), 4330-4339. Retrieved from

Orozco, R., & López, F. (2015). Impacts of Arizona’s SB 1070 on Mexican American students’ stress, school attachment, and grades. Educational Policy Analysis Archives, 23(42/43), 1-23.

Sadowski‐Smith, C., & Li, W. (2016). Return migration and the profiling of non-citizens: Highly skilled BRIC migrants in the Mexico-US borderlands and Arizona's SB 1070. Population Space & Place, 22(5) 487-500. doi:10.1002/psp.1868.

Sánchez, G. (2017). The short-term response of the Hispanic noncitizen population to anti-illegal immigration legislation: The case of Arizona SB 1070. Journal of Economics, Finance & Administrative Science, 22(2), 25-36. doi:10.1108/JEFAS-02-2017-0034

Santos C., Menjivar C., & Godfrey E. (2013), Effects of SB 1070 on children. In L. Magaña and E. Lee (Eds.) The case of Arizona’s immigration law SB 1070. New York, NY: Springer.

Toomey, R. B., Umaña-Taylor, A. J., Williams, D. R., Harvey-Mendoza, E., Jahromi, L. B., & Updegraff, K. A. (2014). Impact of Arizona's SB 1070 immigration law on utilization of health care and public assistance among Mexican-origin adolescent mothers and their mother figures. American Journal of Public Health, 104(S1), S28-S34. doi:10.2105/AJPH.2013.301655


  • There are currently no refbacks.

GATESOL In Action is a publication of the Georgia Teachers of English to Speakers of Other Languages, an Affiliate of TESOL International Association