Agricultural and dairy work is among the most dangerous work in the US. In addition to the dangers of work, undocumented migrant workers may face additional stress as a result of the increase in antiimmigration enforcement and criminalization of undocumented status. The purpose of the study was to better understand how migrant dairy workers were impacted by the increase in restrictive immigration policies and immigration enforcement, as well as how they coped with any issues they faced. Interviews were conducted with fourteen migrant dairy workers following the passage of several anti-immigration bills across the US. Findings revealed four major categories; three were related to negative impacts of immigration policies and enforcement:

1. Fear.
2. Stress and anxiety.
3. Perceptions of discrimination.

An additional major category emerged that demonstrated the hope and resilience of participants in the face of an increasingly difficult socio-political environment. Implications for social service practice, policy, and research are discussed.

The purpose of this paper was to examine the impact of perceived discrimination among Latino immigrants in the context of recent immigration policies and immigration enforcement strategies. Data for this study were drawn from a pilot study (n=213) of adult Latino immigrants living in Arizona during the summer of 2014. The results of multivariate OLS linear regressions indicated greater perceived discrimination was significantly related to reporting:

1. Avoidance of immigration officials.
2. Family has suffered.
3. Friends have suffered.

In addition, greater perceived discrimination was significantly related to lower confidence in a better future for the individual, their families, their children, and the children of today.

This study examined the relationship between acculturation and Latinos’ perceptions of health care treatment quality, discrimination, and access to health information. The results of this study indicated that participants who had lower levels of acculturation perceived:

1. Greater discrimination in health care treatment.
2. A lower quality of health care treatment.
3. Less confidence filling out health related forms.
4. Greater challenges understanding written information about their medical conditions.

Participants who identified as immigrants also perceived that their poor quality of medical care was due to their inability to pay and to their race/ethnicity.

Latinas may be unlikely to report violent crime, particularly when undocumented. This research examines the impact of fear of deportation and trust in the procedural fairness of the justice system on willingness to report violent crime victimization among a sample of Latinas (N = 1,049) in the United States. Fear of deportation was a significant predictor of Latinas perceptions of the procedural fairness of the criminal justice system. However, trust in the police is more important than fear of deportation in Latinas’ willingness to report violent crime victimization. Social workers can provide rights-based education and encourage relationship building between police and Latino communities.

This study examined the relationship between the fear of deportation and perceptions of law enforcement, the criminal justice system, and the willingness to report crimes among Latinos in the US. Understanding the relationship between increased immigration enforcement and fear of deportation may promote public safety by improving the relationship between the police and Latino communities.

Multivariate ordinal logistic regression analyses of the data found that participants who had a greater fear of deportation reported:

1. Less confidence that police would not use excessive force (p<.01).
2. Less confidence that police would treat Latinos fairly (p<.05).
3. A lower likelihood of reporting crimes (p<.05).
4. Less confidence that the courts would treat Latinos fairly (p<.01).

This report examines how recent immigration policies and immigration enforcement strategies have impacted Latino immigrants in Arizona. Analyses examined the relationship between fear of deportation and the impact of immigration policies on various aspects of daily life of Latino immigrants as a result of US immigration policies. Results indicate that participants who reported a greater fear of deportation were also significantly more likely to report:

1. Trouble keeping a job.
2. Trouble finding a job.
3. Having been asked for immigration documents.
4. That friends have suffered.
5. That their family has suffered.
6. Lower confidence that police will treat Latino immigrants fairly.
7. Lower confidence that the courts will treat Latino immigrants fairly.
8. Lower confidence that they will have a better future.

Implications for social work practice, advocacy, and research are discussed.

Changing from current unsustainable production, consumption, and disposal patterns will clearly require technological, political and other structural changes, but also individual behavior change. Consumer demand and individuals’ purchasing power exerts pressure on many parts of the production system, including how crops are produced (i.e., organic), products are packaged and labeled (i.e., rBGH-free labels on milk), and even where products are distributed and how they are disposed of. Individual consumer behaviors have even led to political and structural changes overtime, such the consumer boycott of tuna which led to 1990 US legislation creating the "Dolphin Safe" tuna label.

One of the central ways to foster responsible citizenry and promote sustainable production is to harness the capacity of teachers and schools to create change. Educating for conscious consumerism is a critical part of creating changes in production, consumption and disposal systems, but our current education system and approaches often reinforce unsustainable practices that neglect subjective ways of knowing as well as action and change. Research and experience suggests that traditional, information intensive teaching about sustainability alone does not motivate the behavior change a transition to sustainability will require. Utilizing a previously developed framework that identifies four distinct types of knowledge—declarative, procedural, effectiveness and social—we hypothesize that procedural, effectiveness and social knowledge are important predictors of an individual’s participation in sustainable behaviors, while declarative (information) knowledge is not. While the knowledge domain framework has been theoretically detailed by other researchers (Kaiser & Fuhrer, 2003; Frisk & Larson, 2011) and qualitatively assessed through an intensive case study education program (Redman 2013), to date, this is the first quantitative assessment of the relationship between the four domains of knowledge and sustainability-related behaviors.

We tested our hypothesis through an extensive survey of 346 current and future K-12 teachers about sustainable food and waste knowledge and behaviors. The survey results supported our hypothesis that high levels of declarative knowledge alone did not predict increased participation in sustainable behaviors while procedural and social knowledge were statistically significant predictors of sustainable food behaviors and procedural, effectiveness, and social knowledge were all statistically significant predictors of sustainable waste behaviors. Through active incorporation of appropriate forms of procedural, effectiveness, and social knowledge into the K-12 classroom, educators can empower the next generation to make individual changes based on their vision of the future and insist on structural and institutional changes that are essential for a successful transition to sustainability.

Teacher education for sustainability is a central part of integrating sustainability into classrooms and schools. However, educating for sustainability is not limited to increased content knowledge; rather it encompasses different forms of knowledge that embrace the normative, dynamic and action-oriented nature of sustainability. Curriculum for a summer sustainability program had previously been developed based on an interdisciplinary approach which incorporates research and practice from the fields of education pedagogy, sustainability and behavior change.

This article synthesizes the insights provided by K-12 teachers who participated in this program and another teacher who utilized the curriculum during a sustainability unit in her 8th form science class in Phoenix, AZ. Data was collected through surveys and interviews over the course of a year. The key findings indicate that one of the major barriers to moving away from traditional, didactic approaches to education is the importance placed on standardized tests. As long as external forces and incentive structures reinforce methods of lecture and assess, teachers will struggle transitioning to more experiential, real-world methods that enhance a multiplicity of knowledge. One important suggestion made by the teachers was for increased support by universities through pre-service and in-service programs focused on educating for sustainability.

Achieving a sustainable future requires that individuals adopt sustainable behaviors, which are often learned and cemented at a young age. Yet, traditional education efforts have been inadequate in fostering transformative change, in part because many programs focus on fact-heavy, teacher-centered techniques while neglecting the practices that behavioral and sustainability scholars highlight as central to creating change.

To address this gap, the pre-sent research integrates three critical yet mostly disparate bodies of research— educational pedagogy, behavior change, and sustainability competencies. This interdisciplinary approach to education was implemented and evaluated with a small group of students during an intensive summer program and year-long case study. The curriculum focused on food and waste behaviors and utilized experiential, real-world, problem-based methods in order to increase competence in sustainability and promote pro-environmental actions. The impact of the program was assessed through surveys, interviews, videos, and participant observations.

The data showed that significant changes in knowledge and behaviors were achieved, while suggesting that social knowledge in terms of food is more resistant to change as compared to that of waste. Throughout the year, students maintained significant behavior changes in terms of their waste decisions; however, sustainable food behaviors were more resistant to long-term change due to the students’ social and cultural environment. This article will detail the education program and assessment techniques while highlighting each student’s unique characteristics, barriers to change, and motivations for action.