DEPORTEDChapter Three: Becoming (Black and Latino) American: The Impact of Policing

Class Goals

• Develop an understanding of the structural and individual factors that lead to youth facing deportation.

• Develop an understanding of the importance of the 1996 laws.

• Develop an understanding of how immigrant youth’s incorporation or assimilation can also lead to their deportation.

Legal context: 1996 laws

• AEDPA: Anti-terrorism and Effective Death Penalty Act

• IIRIRA: Illegal Immigration and Immigrant Responsibility Act– Eliminated judicial review of aggravated felony

cases.– Mandatory detention

What’s the difference between a legal permanent resident and a U.S. citizen?

Neoliberal reforms created

• A bifurcation in the labor market• Cutbacks in social services• Enhanced police presence in urban areas

• How did the broader context affect O’Ryan’s trajectory?

• How did O’Ryan’s individual characteristics affect his trajectory?

• Why did the people profiled in this chapter use drugs?• Why did the people profiled in this chapter sell drugs?

Questions for Discussion• What are some structural and individual factors that lead

to youth facing deportation?• How could heavy policing affect an immigrant youth’s

incorporation trajectory?• Why were the 1996 laws a turning point for deportations?• What are some reasons legal permanent residents may not

seek out U.S. citizenship?• Describe a deportee’s story and explain how their

trajectory into trouble is related to their becoming “American” or “Americanized.”

Class Goals: RECAP

• Develop an understanding of the structural and individual factors that lead to youth facing deportation.

• Develop an understanding of the importance of the 1996 laws.

• Develop an understanding of how immigrant youth’s incorporation or assimilation can also lead to their deportation.