This brief discusses a survey given to practitioners within the New Mexico TANF program to highlight, at a local and state level, how these practitioners are engaging with Hispanic families seeking services.
This report documents the findings of a mixed-method study exploring language access-related challenges experienced by refugee and immigrant communities in New Mexico during the pandemic.
https://www.nmvoices.org/archives/15665
This report reviews the history and legacy of the Personal Responsibility and Work Opportunity Act (PRWORA), highlighting its racist roots and institutionalization of anti-immigrant exclusions to a range of public benefits and tax credits.
This webpage provides a compilation of books from CLINIC’s Center for Immigrant Integration for young readers about the importance of diversity, the immigrant families’ journeys to the U.S. and the responsibilities of being a U.S. citizen.
CLINIC’s Center for Immigrant Integration released its first podcast with recommendations for promoting integration of immigrants in organizations or communities.
This webinar shares best practices from three organizations for building trust with immigrant and refugee families, youth, and children, including how to forge deeper relationships and build trust with immigrant family clients across school systems, home visiting programs, and more.
This four-part podcast series provides recommendations to practitioners on how to work with and provide culturally responsive care to immigrant and refugee families.
This reports details the recent experiences of racism and discrimination, immigration-related fears, and impacts of the pandemic among Asian immigrant patients at four community health centers in Alameda County, CA; San Francisco, CA; Houston, TX; and King County, WA.
This study explored the ethnic-racial socialization practices among Latinx immigrant families in the U.S., including documentation status socialization, to better understand the types of messages parents share with their children related to the causes and potential impacts of their documentation status.
This policy brief provides a framework of the essential elements that should be included to create standardized and comprehensive processes for identifying and tracking Dual Language Learners within early childhood systems.
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