Theories of Migration and Migrant Classifications Around the World

Looking Closer: Theories of Migrationand Migrant Classifications Aroundthe WorldLesson Overview: This lesson will closely examine the different categories ofmigrants, such as economic migrants, refugees, and internally displacedpeoples. The lesson will explore some of the theories of migration (i.e. whatattracts migrants and what makes them stay) and how different global casestudies demonstrate these theories in reality.Written By: Lauren Vander Pluym, Middle School Humanities Teacher, BernardZell Anshe Emet Day SchoolSubject(s): All Social SciencesSuggested Grade Level(s): 8-12Time Duration: 2-3 class periodsObjectives:• Students will consider theories of migration that elaborate upon the “Push/Pull”migratory process.• Students will hypothesize which theories of migration may apply to certain globaldemographic groups.• Students will test their hypotheses through case study examinations of global migrantdata.Materials:-“Migrant Classifications” PowerPoint presentation-Computer, Internet access, and projector or class handouts of PowerPoint presentation-“Theories of Migration” student brainmap handout (to accompany PowerPointPresentation)-Pen/paper for taking notes on presentation-White/chalk board-Computers with Internet access-Copies of “Migration Data” student handout-Internet to access Migration Policy Institute (MPI) website:http://www.migrationpolicy.org/Center for International Studies -- Global Lessons, University of Chicago, 2011.http://cis.uchicago.edu/

Optional Background Information for Teacher: All of the following videolectures were originally presented at the University of Chicago 2011 University ofChicago Summer Teacher Institute, “Migration: Causes and Consequences.” Allvideos can be found at this link:http://cis.uchicago.edu/summerinstitute/2011/resources/• "Economic Effects of Immigration: Lessons from the Chicago LaborMarket,” presented by Virginia Parks, Ph.D., School of Social ServiceAdministration, University of Chicago.• "International Migration: Trends, Issues, and Future Prospects," presentedby Aaron Terrazas, Policy Analyst, Migration Policy Institute.• "Organizations, Scenes, and Local Contexts,” presented by Terry NicholsClark, Professor, Department of Sociology, University of Chicago.• "Seeking Sanctuary: Asylum and the Politics of Compassion in Ireland,”presented by Anwen Tormey Dept. of Anthropology, University of Chicago.Activities and Procedures:1. If students are not familiar with the basic “Push/Pull Factor” explanation of themigratory process, briefly explain this theory and ask students to think about differentsituations in which this might be true. **For details, see step 5 in the “Migration 101”K-12 lesson at http://cis.uchicago.edu/summerinstitute/2011/resources/**• Push/Pull Factors: “Push” factors are things that drive people AWAY from aplace, while “Pull” factors are things that DRAW people IN to a place.2. (Pass out copies of “Theories of Migration” student worksheet. They will be takingnotes on the PowerPoint presentation on the brainmap.) For students who havealready discussed the “Push/Pull” process, simply review the definition and someexamples, which can be found on slide one of this lesson’s accompanying thePowerPoint presentation titled, “Migrant Classifications.”3. Ask students to think about whether the traditional “Push/Pull” model could possiblyhave any shortcomings. To prompt students, consider the following questions:• What does this definition tell you about the motivations of migrants? What doesit NOT tell you?o These are humans we are talking about—does this definition tell youanything about thoughts or feelings?• Are people always going to fall into just one of these categories? Or could it beboth push and pull at the same time?Center for International Studies -- Global Lessons, University of Chicago, 2011.http://cis.uchicago.edu/

o For example, someone may be “pushed” out of their homeland due toscarce job opportunities, while at the same time, they may be “pulled” outof their homeland toward a country with better opportunities.4. After students have discussed some of their own thinking, move on to slide 2 toreiterate some of the problems that modern migration scholars find with the push/pullexplanation.5. Explain to students that many theorists have attempted to improve upon thetraditional “push/pull” model in order to help researchers more fully understand migrantmotivations. Move on through the presentation to slides 4-7 to show students some ofthe different theories that exist. Ask them to think carefully about the advantages andshortcomings of all of these explanations:• To help guide your teaching narrative:o Slide 5: The neo-classical theory depends on the idea that we arealways going to choose what is in our best interest economically. Thinkabout it—if you were skilled in building space shuttles, would you want tolive in a country without a space program? More than likely, you would goto a place where your skills could actually be used and you would be paidwell for them. Can you think of any problems with the neo-classical theory?• It is based solely on economic factors, when people oftenmove for a number of other non-economic reasons• It ignores human attachment to a “home” and socialpreferences. People do not always want to move becausethe destination in question may not suit their social needs,despite this destination having more job opportunities.• Many people do not have the resources to move to moredeveloped economies and must stay in lower wage markets.o Slide 6: The Dual Labor Market Theory depends on the idea thatmigrants will ALWAYS be needed to fill the jobs that the native populationWILL NOT take. For example, many college-educated Americans wouldnot even look twice at a job that did not require an advanced degree, suchas a job in housecleaning. Yet, they understand that this job is necessaryto society, which creates a NEED for immigrants to fill those positions. Any problems with this theory?• In times of economic crisis (like right now in the U.S.), manyhighly-skilled people may be FORCED to take secondarysector jobs, diminishing the need for migrants.• It also has many of the same problems as the neo-classicaltheory, in that it is based solely on economics and ignoresother human needs.o Slide 7: World Systems Theory depends mainly on the complex idea ofglobalization—the world’s economy becoming more and more intertwined.This theory proposes that as business flows across national borders, sowill people.Center for International Studies -- Global Lessons, University of Chicago, 2011.http://cis.uchicago.edu/

Any problems with the neo-classical theory?• Though it considers more than the other theories, it alsoignores some of the same social and political reasons whypeople may or may not migrate.o Slide 8: Amenities Theory Now what about some of the social reasonswhy people might move? According to University of Chicago ProfessorTerry Nichols Clark, people mainly move to satisfy their need for personalpreferences and entertainment. For example, where would you ratherlive: a town that has a great job for you but has absolutely nothing to do,or a city that has a mediocre job for you and has the best shopping,restaurants, and theaters in the world? For most, the choice is simple. The chart on slide 8 shows what Professor Clark sees as the mainreasons for human movement. He claims that investment inbusiness, education, and amenities will lead to economic growth,which then attracts more people to a certain location. Problems? This theory does take into account personalpreferences, unlike the others, but it still ignores some of the “push”factors, like violence and political conflict.• Additionally, do all people in the world have theresources to move according to their social andentertainment preferences? Think about countries otherthan the U.S. that may not have as many economicresources.6. After going through slides 4-8, move on to slide 9 and ask students: What modelortheory do you think best explains why the average American migrates?• More than likely students will say the last “Amenities” model because of our highlevel of economic development.• Why might Americans be more able to move based on personal tastes andpreferences?o Most Americans are considered to be “middle class” in that they have theeconomic resources to allow them the freedom of CHOICE in where theymove. They are not necessarily constrained by economic factors alone.o Americans have the political freedom to move based on preference. Wedo not typically face retribution from the government or the threat ofviolence when choosing a location.• Ask students whether they think the “Amenities” model would be true of Sub-Saharan Africa, where people often live on less than two dollars a day andcitizens are faced with ongoing violence.o More than likely, students will point out that it may be much more difficultto have options and preferences about where you move because ofeconomic and political restraints.Center for International Studies -- Global Lessons, University of Chicago, 2011.http://cis.uchicago.edu/

7. Move to slide 10. Research shows that the poorest of the world’s poor DO NOTmigrate, or do so to a much lesser degree than richer and more developedcountries.• Examine the chart from the Migration Policy Institute (MPI)• Guide students in reading the data, which shows that the most impoverishedpeople either move to OTHER impoverished countries, or simply do not move atall.8. Point out to students that this data goes against the theoretical assumption thatpeople will always move to better economic opportunities. Sometimes people justsimply lack the resources to leave their current situations.9. Up to this point, students have considered the economic and some social reasonsfor migration. Ask students to think about other explanations for migration that gobeyond economic factors. What else might “push” someone to move, even whenthey do not have the economic interest in doing so? Students might point out thatmany people move due to political and/or social unrest within their countries, or theymay be fleeing disasters of some kind.10. Move to slide 11 and discuss the different classifications of involuntarymigration—refugees, asylum-seekers, and IDPs. It is important to explain to studentsthat oftentimes, these classifications of migrants lack the economic resources to move,but are forced to do so, despite their financial circumstances.11. Now that students have discussed all the various theories of migration and thedifferent types of migrants that exist, explain that you are going to put a “human face” onthis information by looking at the migration data from countries around the world. As aclass you will be asking:• What are the primary reasons why migrants leave and come to this country?• What theories of migration best apply to this country’s situation?• What “classification” do migrants in this country have? (i.e. economic migrant,refugee, IDP)12. Explain to students that they will be using data compiled by the Migration PolicyInstitute (MPI) to determine the answers to these questions. As a class, you will shareyour information to get a better picture of why and how people are migrating in certainparts of the world.13. Teachers can either have students work individually or in groups to find the data ona certain country using the following URL:http://www.migrationinformation.org/Resources/**NOTE: When assigning countries, it is essential to have a good balancebetween regions of the world to best show the variety of migratory factors.Center for International Studies -- Global Lessons, University of Chicago, 2011.http://cis.uchicago.edu/

14. Give each student or group a copy of the “Migration Data from Around the World”student handout. Students will need Internet access in order to compile data. This canbe done during class, or as a homework assignment.15. Have students present their findings after they have finished their research. Itwould be best to present by region.16. As students present, take notes on the board of the primary factors for migration ineach region studied. To wrap up, consider the following discussion questions:• What similarities and differences do you see across the regions of the world?• Take a look at the regions in the northern hemisphere (the Americas, Europe)—why might these countries have more choice in migration, whereas countries inthe South tend to have more refugees and IDPs?• After looking at all of this, what can we determine about the validity of the existingtheories of migration? Are they adequate in explaining every part of the world?Why or why not?Assessments:• Collect student brainmaps on the theories of migration to check for comprehension.See teacher narrative above for brainmap details.• Collect research and assess the level of analysis for each question.• Students should also be assessed on level of participation and presentation ofresearch.Adaptations:All assessment measures can be adapted to fit your population. Some students may begraded simply on how much their thinking grew, their willingness to participate, andhelpfulness to others. Additionally, teachers may need to define certain vocabularyterms and use simpler language in explaining theories to lower grades.Center for International Studies -- Global Lessons, University of Chicago, 2011.http://cis.uchicago.edu/

Migration Data from Around the WorldStudent HandoutName: _____________________________Assigned Country and Region: ________________________________________________Directions:1. Go to the following URL: http://www.migrationinformation.org/Resources/2. Click on your assigned country and record its name and region at the top of this worksheet.3. Consider the questions below using the data found on your country.Record the following data: Population Population growth rate Net migration rateWhat could these statistics possibly tell you about migration to and from your country?Now click on the link to the first story on your country (located next to the country map).Read the story and answer the following to the best of your ability:4. What are the main groups coming to your country? What are the reasons for doing so?(Economic, social, political?) Has this changed at all over time?Center for International Studies -- Global Lessons, University of Chicago, 2011.http://cis.uchicago.edu/

5. What are the main groups leaving your country? What are their reasons for doing so?(Economic, social, political?) Has this changed at all over time?6. Does your country host any refugees or IDPs? Or does your country create refugees toother countries? Explain.7. After reading about your country’s history of migration, which theory discussed in class doyou think best applies to your country today? (Look back at your notes for help). Explain.Center for International Studies -- Global Lessons, University of Chicago, 2011.http://cis.uchicago.edu/