The object of this research is to assess the effects of Ontario’s new immigration policy on young non-permanent residents. In particular, it is to evaluate how the wage gap between young non-permanent residents and young Canadian citizens has changed in the labor market of Ontario from 2001 to 2006 to demonstrate influences of new policy. On November 21, 2005, the governments of Ontario and Canada signed the first Canada-Ontario immigration agreement that relaxed several requirements for temporary workers to apply for permanent residency. This paper selected data from the 2001 and 2006 population census to conduct a linear regression to analyze the wage gap and the effects of immigration policy. By using the difference-in-difference approach, this paper found that there was no significant positive effect of the new policy on the entry earnings of non-permanent residents in Ontario.

Since 2000, gentrification has accelerated in many U.S. metropolitan areas. Nearly 20 percent of US cities have experienced this phenomenon. It has been the cause of painful conflicts in many American cities, often along racial and economic fault lines. Neighborhood change is often viewed as a miscarriage of social justice, in which wealthy, usually white, newcomers are congratulated for "improving" a neighborhood whose poor, while minority residents are displaced by skyrocketing rents and economic change. Though, there hasn’t been much agreement on the causes of gentrification, the government is often blamed for its policy decisions made in regards to urban revitalization. This paper examines the extent to which gentrification in four U.S. metropolitan areas, Washington D.C., Portland, Minneapolis and Philadelphia is associated with local government urban revitalization policies. In my study, I examine the neighborhoods that were affected by government revitalization efforts. Then I analyze data from the U.S. Census Bureau comparing the neighborhoods that gentrified with those that didn’t using a set of gentrification criteria. The results suggest that government policies is not the main driving force behind gentrification. In addition, these policies do not significantly improve conditions in non-gentrified tracts. Overall, neighborhoods that experienced gentrification experience tremendous neighborhood improvements.

abstract: The oppressive legislative policies and polarizing media narratives of undocu/DACAmented Latinx im/migrants in the United States have created unfavorable campus climates, which have further marginalized those students in higher education who fit into this category. As a result of Donald Trump’s presidency and rescission of the Deferred Action for Childhood Arrivals (DACA) program that soon followed, undocu/DACAmented Latinx students are experiencing an increase in stress, anxiety, and fear to the point that they become silent, depressed, and feel the need to advocate more for their existence and worth on campus. My critical ethnographic case study investigates the everyday experiences of Mexican undocu/DACAmented students enrolled at a public university in Arizona – a state that borders Mexico – as they pursue their undergraduate degrees in the Trump era. This study is guided by critical race theory and LatCrit, sense of belonging, and resistance capital theoretical frameworks, and seeks to answer the following: (a) how race and racism shape their collegiate experiences, (b) where these collegians find belongingness to persist towards graduation while navigating an anti-im/migrant sociopolitical climate, and (c) how these students exercise agency via their activism efforts. The broader case study includes individual collaborative interviews, twelve months of participatory field observations, and a collection of documents. This study aims to expand the field of higher education’s understanding of how federal, state, and institutional policies and policymakers affect undocu/DACAmented students’ experiences in and persistence through college, highlight the agency exercised and assets these collegians bring with them to college, and offer research, policy, and practical recommendations for higher education and student affairs institutional agents. / Dissertation/Thesis / Doctoral Dissertation Educational Policy and Evaluation 2020