The use of extra-legal factors in determining criminal sentences has long been a topic of interest to criminologists. Research on sentencing guidelines has consistently found unwarranted disparities related to defendants' ethnoracial identity, but there is limited research on the effects of defendants' citizenship status. Roughly 40 percent of defendants convicted in federal courts are non-U.S. citizens, thus by shear size, citizenship status has become a major issue within federal courts. Using U.S. Sentencing Commission data between Fiscal Years 2000 to 2003, this dissertation examines the impact of defendants’ ethnoracial identity and citizenship status on sentencing outcomes in federal criminal court. Building on intersectional theory, particular attention is given to the interaction between defendants’ ethnoracial identity and citizenship status. Decomposition of hetroskedastic tobit regressions are used to model unwarranted disparities for both the probability and length of incarceration. Results indicate that relative to White U.S. citizens, Asian and Pacific Islander U.S. citizens have lower probability of incarceration and shorter sentences. Black and Hispanic defendants, both U.S. and non-U.S. citizens tend to have harsher sentences relative to their White counterparts. Overall, non-U.S. citizens whom are Black and Hispanic experience a multiplicative disadvantage in sentencing outcomes relative to Whites and Asian or Pacific Islanders. Additionally, results from this study indicate that defendants whom are not U.S. citizens and from Africa, Asia and the Pacific Islanders, Europe, Latin America and the Caribbean, Mexico, and the Middle-East all serve harsher sentences relative to White U.S. citizens. / text

In the past twenty years, a great deal of literature has been produced as to the value of citizenship in the global era. Some scholars insist that globalization has decreased the value of citizenship with the growth of human rights. Others believe that such claims are premature. Though these authors bring up important points as to the degree civil, political, and social rights have been granted to non-citizens around the world, they all fail to adequately address mobility rights. Primarily granted to citizens, mobility rights are going to become increasingly important with higher rates of international mobility, work, and residence. As such, these rights, the extent of which is defined by one's national citizenship, will play a significant role in determining autonomy and the capacity of an individual to determine one's own destiny. In this paper, I will explore inter-national and intra-national citizenship and immigration policies with the hopes of demonstrating the continued importance of citizenship in an increasingly globalized world. After laying out my theory, I will measure the value of U.S. citizenship inter-nationally and intra-nationally with regards to mobility rights. / text

published_or_final_version / Public Administration / Master / Master of Public Administration

This dissertation examines some of the ongoing debates about American citizenship in the context of new school development in the small, desert town of Tucson, Arizona, between 1870 and the late 1920s. Arizona officials were actively in pursuit of statehood during most of this period; bringing citizenship to the forefront of public discussion. New schools were one vital resource in the efforts to "civilize" Arizona to meet national expectations for statehood. It was in the fundraising and organizing of these new schools that Arizonans often voiced their expectations about who could and should be a fully active American citizen. Beginning with the development of the first school, in the 1870s, Tucson private and public schools became spaces for educators, state officials, missionaries, and parents to assert their interpretation of the good American citizen. The term cultural citizenship is used to describe the process of social debate and enactment of various interpretations of American citizenship. Tucson's first school, a Catholic girl's academy, at first united the town and territorial boosters who saw the school as an orderly influence on the roughness of the desert settlement. The later creation of local public or common schools led to polarization between Catholics and Protestants as they debated the connections between citizenship and religion. A series of public and private schools opened to segregate Native American, African American, and Mexican American children from the general school population. Each of these schools promoted an agenda about preparing a population of students for American citizenship--often envisioned as necessitating a complete adoption of Anglo-American behaviors and standards--as well as continued segregation. Students in these schools, however, pushed with their words and actions for a wider vision of a more multicultural American citizenship. Rather than adopting Anglo-American mission teachings in their entirety, Native-American and Mexican-American mission school students mixed and adapted traditional culture, mission teachings, and popular culture in ways that had particular meaning in their own lives. Students who attended Tucson schools recognized the benefits of educational opportunities, but almost always adapted that education to meet the needs of their more expansive visions of American citizenship.

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Santrauka Pilietybė pažymi ypatingą teisinį ryšį tarp asmens ir konkrečios valstybės, grindžiamą abipusėmis teisėmis ir pareigomis. Tai nacionalinės teisės kategorija, tačiau valstybių teisė reguliuoti pilietybės klausimus nėra absoliuti. Ji apribota bendrų pilietybės teisinio reguliavimo principų įtvirtinimu tarptautiniu lygiu, kuris reikalingas visuotinai pripažintoms žmogaus teisėms ir laisvėms apsaugoti. Valstybių įstatymais ar sudarytomis tarptautinėmis sutartimis nustatytas pilietybės teisinis reguliavimas turi užtikrinti žmogaus teisės į pilietybę įgyvendinimą, turi atitikti tarptautines konvencijas, tarptautinę paprotinę teisę ir visuotinai pripažįstamus su pilietybe susijusius teisės principus. Pilietybės daugetas reiškia, kad asmuo pilietybės ryšiu yra susietas su daugiau nei viena valstybe, kad daugiau nei viena valstybė pagal savo nacionalinę teisę suteikia savo pilietybę tam pačiam asmeniui ir laiko jį savo piliečiu. Tokia situacija paprastai susidaro dėl dviejų ar daugiau atskirų valstybių pilietybės įstatymų kolizijos arba dėl to, kad tam tikrų valstybių nacionaliniuose teisės aktuose, reguliuojančiuose pilietybės klausimus, nėra numatyta reikalavimo įgyjant jų pilietybę atsisakyti ankstesniosios. Ilgą laiką ir tarptautiniu, ir nacionaliniu mastu buvo stengiamasi vengti šio reiškinio, nes pilietybės daugeto atveju kyla praktinių teisių ir pareigų įgyvendinimo sunkumų karinės prievolės, diplomatinės gynybos, mokestinių prievolių, rinkimų ir kitose srityse. Tik... [toliau žr. visą tekstą] / Summary Citizenship Plurality: Contemporary Trends Citizenship denotes the existence of a specific legal tie between individual and a state conferring mutual rights and duties. It is a matter of domestic jurisdiction of states, but the freedom of states to regulate their citizenship is restricted by rules of international law to protect fundamentals human rights and freedoms. States citizenship laws must be consistent with international conventions, international custom, and the principles of law generally recognized with regard to citizenship. Citizenship Plurality means that individual is the citizen of two or more different states at the same time. An individual may acquire more than one citizenship as a result of the conflicting citizenship laws of different states or of the conferment of citizenship by naturalization or any other manner, which does not result in the renunciation of a prior citizenship. For a long time considerable international and domestic effort has been directed toward avoiding or reducing these situations, because some of the problems may be affected by the lack of citizenship plurality in the area of obligations to military service, diplomatic protection, tax payments, election etc. Just nowadays these problems are no more threatened. Equalisation of rights between men and women, international migration, mixed marriages, globalization, EU integration and other factors are influencing legislation on tolerance toward citizenship plurality. More and... [to full text]

This thesis research examines second generation Canadians’ negotiations of racism and citizenship with the aim of understanding how the former influences the latter. Through questionnaires and focus group discussion, I examine how they understand their racialized experiences and how they believe those experiences are different from, or related to, those of their parents. In addition, I conducted focus groups with an equivalent number of white Canadians in order to observe how the experiences of second generation Canadians of colour differ from those of their white counterparts. The findings of this thesis show that the negotiations of citizenship and racism of second generation Canadians of colour are not only varied, but multidimensional. Focus group discussions reveal that although they experience a variety of forms of racism, participants maintain a relatively positive outlook on Canadian society. This is likely the outcome of processes of identification and rationalization that distinguish them from both their parents and their white counterparts. That their experiences and perceptions of racism are prone to paradox only adds to the necessity for in-depth study and analysis. Although the influences of racism on feelings of belonging in Canada differ, the majority of second generation Canadians of colour report strong attachments to the country. / Thesis (Master, Geography) -- Queen's University, 2008-09-26 16:04:43.57

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There is an increasing trend in youth education and civil society that focuses on global citizenship. The development of the storyteller and story is a highly intuitive practice refined by experience. Literature in education and democracy, elicitive approaches to peacebuilding, and storytelling in education are reviewed. The study is based on three theoretical ideas: (1) that cultural stories encode and transmit knowledge, (2) personal narratives enable the integration of theoretical ideas into their socio-political context, and (3) that storytelling can help students apply their knowledge through positive action. This qualitative study uses grounded theory and a multi-method approach, drawing primarily on twelve semi-structured interviews. The data revealed four key themes that guide storytellers’ learning outcomes: knowledge, culture, dialogue, and agency. Storytellers described storytelling as a powerful pedagogical practice that provides democratic and inclusive spaces capable of facilitating dialogue and promoting student agency.