Migration

Learning Outcomes

Where are migrants distributed?

3.1.1: Identify the global pattern of migrant distribution.

3.1.2: Explain how the demographic transition can be applied to migration.

3.2.1: Identify the three historical stages of U.S. migration.

3.2.2: Identify the principle sources of immigrants during each of the three historical stages of U.S. migration.

3.3.1: Describe the history of interregional migration in the U.S.

3.3.2: Describe how the countries of China, Russia, Brazil, Indonesia, and India have been impacted by interregional migration.

3.4.1: Explain the differences between the three forms of intraregional migration (urbanization, suburbanization, and counterurbanization) as it relates to developed countries and developing countries.

Why do people migrate?

3.5.1: Explain the differences between push and pull factors of migration.

3.5.2: Provide examples of economic, political, and environmental push and pull factors.

3.6.1: Describe the changes that have occurred in the flow of migrant workers in Europe.

3.6.2: Compare and contrast the migration flows in China and Southwest Asia.

3.7.1: Describe how gender status among immigrants to the United States has changed in recent years.

3.7.2: Describe the pattern of age status for immigrants to the United States and note their typical level of education.

What obstacles do immigrants face?

3.8.1: Describe the population characteristics of undocumented immigrants to the United States in terms of number (including children), source country, distribution, and impact on the labor force.

3.8.2: Explain how crossing the U S –Mexico border poses challenges for undocumented immigrants.

3.9.1: Describe the major changes that the U S has made to its system of immigration quotas in the twentieth century.

3.9.2: Identify the types of immigrants who are given preference to enter the United States.

3.9.3: Compare and contrast American and European cultural attitudes toward immigrants.

Chapter Overview

With the improvement in transportation technology, we live in a highly mobile time. People take less time to travel and inaccessible places are more accessible to the common person; migration occurs from distant places with more frequency. Chapter 3 of the textbook examines migration across time and space, delving into the origin and distribution patterns of migration globally and in particular the United States. The chapter also outlines the various phases of migration to the United States with specific references to the countries of origin and nationality of migrants. Interspersed in the chapter is the use of Ravenstein’s laws of migration to describe the characteristics of migrants as well as the factors, both push and pull, that drive the movement of people. The chapter classifies migration into international and internal migration highlighting inter-regional and intra-regional migration in both the United States and other countries. Many international migrants face obstacles in their destination countries. The chapter identifies immigration policies and nativist attitudes as obstacles migrants face in their sojourn in their host countries.

Section 3.1 Global Migration Patterns

Chapter 3 begins with the question of where migrants are distributed by clarifying such concepts as migration, immigration, and emigration. According to the text, migration is defined as a permanent move to a new location. The text briefly distinguishes between the terms immigration and emigration, defining emigration as migration from a location and immigration as migration to a location. The text recognizes the absence of a theoretical underpinning in migration studies in geography. However, it introduces Ravenstein’s laws of migration and Wilbur Zelinsky’s migration transition as a point of origin. To introduce students to the topic of migration, begin with a discussion of where your students came from to attend college. Lead students into a discussion of migration, its definition, and distinguish between the terms emigration and immigration. Briefly discuss the theoretical framework of migration and the role of Ravenstein’s laws. (See Additional Resources for Further Reading.) Draw students’ attention to migration patterns and movement with the map in section 3.1.2. Have them note the regions of the world with the highest net migration the difference between the number of immigrants and the number of emigrants and their origins.

Section 3.2 Changing Origin of U.S. Immigrants

Section 3.2 outlines the changing origin and composition of U.S. immigrants from the 17th century to the present. The section notes that early migrants came to the United States in three phases: the first phase saw the migration of people from the United Kingdom and the forced migration of enslaved Africans. The forced migration of enslaved Africans continued until the early 1800s when the slave trade ended globally. According to the timeline, people later came from western, eastern, and southern Europe during the mid-19th to the early 20th century. From the late mid-20th century to the early 21st century, the text shows a change in the origins of migrants from Europe to Asia and Latin America. The origin of migrants in migration studies is very important. The graph on page 60 needs no embellishment. Introduce students to the graph in Figure 3.2.1. Ask students to identify the major phases of migration in the United States. You can do this as an individual or group classroom activity with the aid of the chart in Additional Resources. They should also identify the source of migrants and numbers in which they came. For additional information, students may also visit the web links page Migrations in History for additional information about the groups that came to the United States.

Section 3.3 Interregional Migration

The third section of Chapter 3 begins by distinguishing between international and internal migration. It defines international migration as a permanent movement from one country to another, while internal migration is a permanent movement within the same country. According to Ravenstein’s law of migration, most migrants move over short distance. While this is true, for the most part, internal migration sometimes occurs over long distances in large countries such as Russia. The section continues with a discussion of the types of internal migration and identifies intraregional migration as the movement from one region of a country to another. The text addresses inter-regional migration in the United States as well as other countries. The other type of internal migration, intra-regional, will be discussed in the section following. Take a brief survey of your class to establish where they came from to attend college. Ask them if their move was within or outside of the country, or within the state or within the same region. Use your discussion to establish the concepts of internal, international migration and Ravenstein’s law about short distance migrants. Students should understand that long distance moves are not necessarily international as in the case of large countries such as Russia. Establish the concept as interregional migration by introducing students to the maps in Figure 3.3.2.

Figure 3.3.2. U.S. InterRegional Migration

Have them list the direction of the flow and find out which flow they belonged to, if any. Discuss with them also that inter-regional flows occurs outside of the United States and give them examples. For additional assignments, go to Encounter Human Geography Chapter 5 or the Students’ Homework assignment section in MasteringGeography.

Section 3.4 Intraregional Migration

Section 3.4 continues the discussion on where migrants are distributed and identifies intra-regional, another type of internal migration, as migration within a region. Intra-regional migration includes three separate types of movement: rural to urban, urban to suburban, and urban to rural migration. The text contends that most intra-regional migration occurs from rural to urban areas, but in recent times and especially in MDC countries, the most common movement (suburbanization) is from urban to suburban areas. One factor that might have facilitated an increase in this movement is the improvement in transportation technology, also mentioned in the section. It is necessary to remind students about the definition of inter-regional migration seguing into a description of intra-regional migration. Begin by discussing rural to urban migration by having your students give examples from their own experiences. Students should understand that intra-regional migration occurs because of economic reasons and in many developing countries. Point students’ attention to the map in Figure 3.4.3 Have students identify on the map places with high in- migration and out- migration. Urban to rural migration is a new migration trend, especially in developed countries. Discuss where in the United States or globally this would occur. See Chapter 5 in Encounter Human Geography for assignments or homework assignments in MasteringGeography.

Section 3.5 Reasons to Migrate

Section 3.5 examines the push and pull factors, the motives for migration. Push factors cause people to move away from their present location, while pull factors induce people to move into a new place. Three types of push/pull factors are identified: political, economic, and environmental. Ravenstein’s law proposes that most migrants migrate for economic reasons. Current migration studies indicate that contemporary migrants move for the same reason. To teach the push/pull factors that drive migrant decisions, have students discuss why they or their family moved. Create a chart on the board that reflects these factors. Students should note that a cause given for migration could be both a push and pull factor. In your discussion, students might not name an environmental push or pull factor. Give examples given from the textbook in Figures 3.5.4 and 3.5.5. See Chapter 5 in Encounter Human Geography for assignments or see Discussion Topics and Classroom Activities. See also Thinking Geographically question 3.

Section 3.6 Migrating to Find Work

In human geography, we may also categorize migration by the length of the sojourn. Migration may be permanent or temporary in nature. Temporary migrants are often people denied permanent status and thus seek brief entrance to developed countries. The text identifies these temporary migrants as “guest workers,” though the term is no longer in use in Europe in particular. The text traces the development of the temporary worker in Europe and describes how they have become permanent migrant and later citizens of their host countries. Like Europe, east Asia, China in particular, and southwest Asia are both source and destination for guest workers. They work in wealthy oil-producing nations usually under very poor conditions. The text notes, however, that global recession has resulted in decline in numbers and many are returning home. To teach and reinforce push and pull factors in migration, remind students about Ravenstein’s law of migration that most people move for economic reasons. Discuss the guest worker program in Europe, the Middle East, and the United States. Many of our students are familiar with the Mexican migrant agriculture or hotel worker. Use their experience, then use the text to identify them as guest workers. Have students view the film from MasteringGeography, “ Cash Flow Fever.” They can see it as an in-class activity or on their own, then write a summary reaction to the film. See Discussion Topics and Classroom Activities below. You may also direct your students to the MasteringGeography study area to retrieve questions for the film. See also Thinking Geographically question # 3.

Section 3.7 Gender and Family

Ravenstein’s law describes the characteristics of the long-distance migrant as mostly male in their early twenties and individuals without families or children. The text determined that while these characteristics might have held true a hundred years ago, it is not the same today. Contemporary migrants are mostly women and children, and women in particular account for more than half of total migrants to places like the United States. However, Ravenstein’s law regarding the age of the migrant is still the same. A large majority of current migrants are young adults between twenty-five and thirty-nine. The text points out that many of the women are undocumented and undereducated, by American standards. Again, begin with a review of Ravenstein’s law to remind students of the characteristics of migrants. Students should understand the characteristics of migrants have changed over time. Contrary to Ravenstein’s laws, what was a mainly male migration in the 18th and 19th century became a predominantly female movement in the mid-20th century. Discuss the characteristics of contemporary migrants with your students. Use the textbook as your guide here.

Section 3.8 Undocumented U.S. Immigrants

Section 3.8 discusses the obstacles that international immigrants face, particularly concerning their status in their host country. Many immigrants enter the United States without proper documentation and are called unauthorized (or undocumented) immigrants The texts explains that undocumented immigrants number approximately 11 million and are predominantly from Mexico and Latin America, with children composing over a million of those numbers. They form a large proportion of the workforce despite their illegal status and most settle in the “borderland” states of California and Texas with significant numbers in Nevada. Introduce students to the concept of the undocumented migrant, then show them the chart of undocumented people in the United States and ask them to interpret the chart.

Use the map in Figure 3.8.2 to discuss the distribution of undocumented immigrants in the United States. You may also want to discuss the obstacles they face as illegals, getting in and staying in the United States. For assignments see MasteringGeography.

Section 3.9 Attitudes Towards Immigrants

Section 3.9 explores another obstacle to migration, attitudes towards migrants. Immigration laws, particularly in the United States, have limited the number of immigrants. As outlined by the section, various immigration laws limited the numbers and nationalities of migrants entering the United States. Despite earlier quotas, the post-war era ushered in changes to immigration laws and exceeded set quotas. In its place, according to the text, preference is given to a certain caliber of migrants that include skilled and talented workers, reunified family members, and spouses. The section also describes the nativist attitude of Americans to foreign-born people then and now. The same attitude persists in many Western European countries. Students should understand that attitudes to immigrants have changed in the United States and are reflected in various immigration laws including the quota Acts of 1924 and 1952. (See Additional resources.) Discuss with your students how immigration policy changed over time in the U.S. and the effect it had on the attitude towards immigrants. Draw on students’ knowledge of recent events in immigration. You should also discuss with students how the quota system evolved into a preferential migratory policy and effects of the attitude of natives to immigrants. Draw students’ attention to protests about immigrants and the causes for nativist attitude, not just in the U.S., but Europe as well. See homework assignments for reinforcement in the MapMaster TM and the Item Library.

Answers to Thinking Geographically Questions

1. According to the concept of chain migration, current migrants tend to follow the paths of relatives and friends who have moved earlier (3.CR.1). Can you find evidence of chain migration in your community?

The textbook defines chain migration as migration of people to a specific location because relatives or members of the same nationality previously migrated there. It is relatively easy to find evidence of chain migration among immigrant groups. Since 1965, preference is given to immigrants with families already here in the United States through family reunification. More than three quarters of the immigrants to the United States arrive this way. Once a family member gets to the host country and legal status is achieved, they proceed to file permanent status applications to family members in the source nations. For example, a Yemeni father or Caribbean mother will arrive in the United States and their family members will slowly arrive, creating a loose chain of relatives and friends. In addition, research shows that many migrants will go where people of their own nationality or ethnicity live.

2. The United States gives preference to immigrants with family already in the country, or with special job skills. Which of these two reasons should be given a higher priority? Should a higher percentage of immigrants be selected by lottery rather than for one of these two reasons? Why or why not?

Immigration laws for the most part depend on sentiments of the citizens at any given time. In the U.S., preference is given to migrants to reunite with their family or to skilled and well-educated workers. Another option is drawing migrants from a lottery of undocumented immigrants already in the country. It is difficult to decide which option deserves higher priority since much of it depends on the needs of the country. If the country needs skilled immigrants to offset development, then this would be the appropriate option. Family reunification generally brings in immigrants who are neither as educated nor as skilled as the native population. It would be prudent then to reduce the numbers who come through family reunification. Conversely, many of the applicants applying through the lottery have been in the country for many years. During this time, many of them have utilized the resources of the country to educate themselves and build lives that have contributed to the country, including paying taxes. Therefore, a higher percentage should be selected for the lottery.

3. Migrants make a strong impact on the landscape of the place where they arrive. What is the impact of emigration on the places from which migrants depart?

Most literature on effects of migration shows that migration influences the landscape on their host country when they arrive. The same can be said about the impact they have on their source country. Migrants, especially when they return to their homes or even living abroad, impact the landscape both negatively and positively. To begin, most migrants remit a portion of their earnings to family members they left behind. The money is used to provide food and education funds for family members. This remittance is often considered a part of a country’s Gross Domestic Production a measure of a country’s earnings and often leads to economic development. Migrants generally, and return migrants specifically, improve the physical infrastructure of their homeland, creating landscapes that resemble their adopted homes. In addition, governments are now using remittance to replace development aid. A study done by the United Nations Development Program found that remittance exceeded Official Development Assistance (ODA) to developing countries by approximately fifty percent. In addition, remittance as a share of Gross Domestic Product grew in importance in several countries across the globe. (See Hunte, 2004 ) Outside the benefits of monetary remittance, immigrants often transmit attitudes that change positively the political, economic, and social structure of their home country, resulting in development. On the other hand, immigration often affects the sending countries negatively. For instance, the country often loses its best and brightest (brain drain) One consequence of migration is that it might contribute to the cycle of poverty and greater dependency.

Discussion Topics and Classroom Activities

1. Students could interview an internal or international immigrant about the push/pull factors that influenced their migratory decision. Write up their interview findings as an essay. Include: o the type of migration: forced or voluntary, permanent or temporary, internal or external o an evaluation of the extent the migration applies to Ravenstein’s law of migration

PUSH–PULL FACTORS

Political Economic Environmental

2. Group the reasons people migrate in the chart above. Students should say whether their movement was because of push or pull factors.

3. Use the following as a template or create your own. Ask students to trace the three phases of immigration in the United States. To extend your discussion, you may ask students about the impact of each group on the United States.

PHASES OF MIGRATION TO THE UNITED STATES, 17TH CENTURY TO PRESENT

4. Write a summary/reaction to film. The summary and response should not be more than two pages. You may have to give an introduction and additional instructions.

Possible Discussion/ Exam Questions

1. Direct students to masteringgeography.com to take a reading quiz on Chapter 3. You may also create a paper or blackboard test from the Test Generator or Word file located in the instructor resources section of www.pearsonhighered.com/irc. Test Bank questions are also available in the Instructor Resources section of www.masteringgeography.com.