The photo above is on the projector screen when I turn and start class by asking, “What is this a sign for? That is, where would we see this sign and why would it be put up in the first place.” After some bewildered looks students state the obvious, “those signs are along the border.” “The border of Georgia1“I quickly ask. Students laugh softly, “No the Mexican border”. “Why?” I prod them. “Because that’s where all the illegals come from.” “Oh, I see,” I turn and point to the screen in the front of the room and continue, “Who can tell me what ‘social problem’ if any this sign could be associated with. That is, what name would we give to the social problem this sign reflects.” A chorus of voices says, “Illegal Immigration”.
I nod and say, “What if I told you that this social problem you call ‘Illegal Immigration’ is part of a grand story that powerful people in society have been trying to get you to believe? What would you say?” After a healthy pause I follow, “Could anyone in the class tell me the story of ‘Illegal Immigration’?” The silence in the room becomes deafening as my students turn and look around the room with perplexed looks on their faces. “Well then I’d like you to do some research and come back to me next week and tell me if you’ve figured out the story.”
The Research on “Illegal Immigration”
“Illegal Immigration” or undocumented immigration, as I’ll be referring to it, is a hot button issue that has been consistently in the news media for as long as I can remember. However the issue seemed to hit another peak in public attention when Arizona passed a highly punitive state law to enforce federal immigration policy. This was only furthered by the passing of copycat laws in Alabama and Georgia (just to name a few). Given all the media attention there is a lot of great resources out there for teaching the controversies around this social problem.
My students love it when I can pair academic sources with popular media. They really love it when we use multiple mediums. I’ve created an “immigration media collection” that includes the following. The collection is designed to present conflicting arguments from the opponents of and supporters of undocumented immigrants.
- “My Life as an Undocumented Immigrant” by Jose Antonio Vargas (Story featured in The New York Times Magazine).
- An audio podcast of a NPR Fresh Air Interview with Vargas & Mark Krikorian of the Center for Immigration Studies. Vargas goes into further detail in his half of the podcast and Krikorian talks about why he feels Vargas should be deported.
- A CBS Evening News report on how Georgia farmers are struggling to farm without undocumented immigrants.
- An episode of 30 Days where a Minute Man lives with an undocumented family. See below:
I pair all of these popular media with the chapter on immigration from our course textbook and it creates a powerful pedagogical tool. Students seemed to be really thinking about the issues deeply. Many students said it was only after they watched the video and read Vargas’s story that they wanted to know more about the facts and sociological research surrounding undocumented immigration. So, at least in this case, popular media created a hunger for scholarly research.
The Stories We Tell About Undocumented Immigration
After spending a week on undocumented immigration my students were primed to break down the narrative behind the social problem. When I asked, “What is the story or stories well tell about ‘illegal immigration’ in the United States?” My students quickly pointed to the border and that image I’d used to start our entire discussion. “The border isn’t the only problem.” I asked them to tell me more. “Around half of immigrants over stay their visas, so we could build a wall to the heavens and it wouldn’t end the problem of undocumented immigration.” I was impressed.
“What else,” I asked. There was a long pause before someone said, “The story we tell is only half the story.” With a prompt from me the student continued, “We only talk about the undocumented immigrants and we rarely if ever talk about the corporations that employ them.” “Bingo,” I replied. For the rest of the class we talked about conflict theory’s argument that powerful social actors use their influence to define social problems as being the responsibility or fault of the least powerful in society. “It’s all in the name,” one of my students said. “‘illegal immigration’ says it all. The problem is the ‘illegals’ not the employers who bring them here.” “Right,” I began, “we call it ‘illegal immigration’ and not ‘non-citizen exploitation’. Both names are apt, but as a society we’ve been convinced to focus on the former.”
While my students were feeling particularly anti-corporation I asked them if they play a role in undocumented immigration. Multiple heads shook left to right and someone mustered a, “No.” “What sectors of our economy do undocumented immigrants work in? That is, what jobs do they tend to have?” Quickly a list forms, “Farming, meat packing, factory work, landscaping, and housework,” were shouted out. Then I asked, “If undocumented laborers are paid an unfair wage for harvesting food or manufacturing products, does this not make them cheaper?” The obvious answer came easily. “Do you think that any of you have purchased any of these products made cheaper by undocumented immigration?” No one said a word, but heads slowly nodded. “So in that case all of you have directly benefited from undocumented immigration. You’ve had more money in your pocket because someone didn’t get paid what they should have, right?” The answer didn’t come as easy this time.
What I want my students to learn is that the story we tell about undocumented immigration is a simple one that blames only one group; the group with the least social power. In reality undocumented immigration is terribly complex and each of us in the United States has been either a victim or benefactor of harsh state and federal immigration policies. Once students accept that the world is far more complex than we are told it is on the news we can start to develop their sociological imagination.
1. I teach in Georgia.