Since January 2021, Customs and Border Patrol (CBP) supported by the Department of Homeland Security (DHS) have acted under the US. Citizenship Act to implement punitive immigration policies facilitated by “smart” identification and surveillance technologies. These technologies have exacerbated data privacy constitutional and human rights violations and increased algorithmic discrimination particularly for migrant and asylum-seekers. This study interrogates DHS’s claim that “smart” border technologies streamlines asylum granting and immigration processing and asks in what ways these technologies serve as a tool for social harm. I examine CBP One, a self-registration mobile app for undocumented noncitizens as a case study, drawing from Harsha Walia’s concept of Border Imperialism. I apply online ethnographic research and comparative analysis to comment on the rising concern of technological solutionism. In cross-examining quantitative and qualitative reports conducted by Amnesty International, the United Nations Human Rights Council, the DSH and more, findings confirm that CBP One app is grossly inefficient at supporting vulnerable noncitizens throughout the migration process and perpetuates racialized discrimination, as seen in the app’s use of facial recognition technology. By highlighting how current immigration technology further subjugates migrants of color, my analysis can provide insights to how to improve policy and address the political and technological deterrents in the pathway towards citizenship.

Gun violence is a persistent and complex social issue that poses significant challenges to communities worldwide. Within the landscape of gun violence research, there is a recognized need for studies that explore the experiences of marginalized immigrant populations, such as Somalis, Ethiopians, and other Black immigrant communities. These communities often face intersecting socioeconomic, cultural, and systemic factors that shape their vulnerability to gun violence. This study seeks to address this gap in the literature by examining the impact of gun violence on the Black immigrant communities in Seattle and surrounding areas, with a focus on understanding the factors contributing to its prevalence. I conduct a study using a mixed-methods approach that integrates crime statistics and demographic data. The qualitative component includes semi-structured one-on-one interviews with approximately 30 University of Washington students who identify as Black immigrants. These interviews, lasting 45 to 60 minutes, aim to provide in-depth insights into personal experiences. For the quantitative analysis, I utilized crime statistics from King County records, and demographic data from the U.S. Census Bureau, focusing on gun violence and related incidents from 2020 to 2023. This study applies Critical Race Theory and Social Disorganization Theory as lenses for data analysis. Preliminary findings reveal a disproportionate burden of gun violence on these communities, highlighting the interplay of socioeconomic disadvantages, cultural factors, and systemic inequities. By amplifying the voices and experiences of affected individuals, this study advocates for evidence-based interventions and policies that address the root causes of gun violence and promote community resilience.

A bilingual teacher shortage around the country persists, driven by the rapid growth of the Latinx community. This issue particularly impacts rural districts farther from the urban centers where universities are primarily located and bilingual teachers are trained. My study investigates the current bilingual teacher shortage in rural Wisconsin to better understand how local school districts have created bilingual teacher pathways to respond to this challenge, such as the Grow Your Own program, a strategy across states in the Midwest designed for recruiting and preparing local high school students or paraeducators to become teachers in local schools. I use a rural school district experiencing a Latinx majority student demographic change as an individual case study combined with interview data from a rural Wisconsin school district superintendent and a literature review to explore the responses to and experiences of the bilingual teacher shortage in Wisconsin. I anticipate discussing the school district environment, the growth of the Latinx community, and the challenges of addressing the shortage of teachers created by this community growth. The study could inform how the district responds to this demographic shift and whether it perceives the Grow Your Own or other bilingual teacher pathways as potential solutions to the bilingual teacher shortage.