A Spatial Study of the Mobility of Hispanics in Illinois and the Implications for Educational Institutions. Working Paper No. 43

This paper examines the growth and characteristics of the Hispanic population in Illinois and presents a case study of how a rural Illinois community and its schools are adapting to an influx of mostly Mexican immigrants. The first section discusses Mexican immigration to Illinois during the 1900s a...

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Bibliographic Details
Main Authors Fimmen, Carol, Witthuhn, Burton, Crump, Jeff, Brunn, Michael, Delaney-Barmann, Gloria, Riggins, Debi, Gutierrez, Maria, Schabilion, Dan, Watters, Britta
Format Report
LanguageEnglish
Published Web site: http://www 01.11.1998
Subjects
Bilingual Education
Community Change
Community Relations
Demography
Educational Attainment
Elementary Secondary Education
Ethnic Bias
Ethnic Relations
Hispanic Americans
Illinois
Immigrants
Mexican Americans
Preschool Education
Rural Areas
School Community Relationship
Small Towns
Illinois
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Summary:This paper examines the growth and characteristics of the Hispanic population in Illinois and presents a case study of how a rural Illinois community and its schools are adapting to an influx of mostly Mexican immigrants. The first section discusses Mexican immigration to Illinois during the 1900s and provides racial/ethnic data on population growth in the Midwest and Illinois during the 1980s; educational attainment, 1980-95; income and poverty rates; and population change in metro and nonmetro Illinois, 1990-96. In "Anytown," a rapid influx of Hispanic workers for a new meatpacking plant has resulted in local conflicts over education, housing, and race. Hispanic students in the schools increased from less than 5 in 1993 to 350 in 1998. As school administrators became aware of the rising numbers, they responded by hiring translators, bilingual aides, and a bilingual coordinator; creating a prekindergarten class for Hispanic students; encouraging parent participation; and developing appropriate curricula and assessment methods. Teachers participated in workshops and conferences about cultural change and the classroom. As staff and administrators gained knowledge and understanding about the needs of language-minority students, they shifted toward a more student-centered philosophy and began developing bilingual and multicultural programs. Interviews with immigrants about experiences in the community, at work, and in school portray the racism encountered by culturally diverse newcomers, but also the efforts of teachers and community members to improve community relations and social integration. Contains 33 references. (SV)