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College of Arts, Sciences, and Letters

Criminology & Criminal Justice Studies

Crimmigration: Intersections of Immigration and Criminal Justice

Course Information
Instructor: Dr. Austin Kocher
Course Codes: CRJ 417, CRJ 517
Credits: 3 Credit Hours
Term: Autumn 2018
Meeting Time: Mondays, 2:00 PM – 4:45 PM
Classroom: Social Sciences Building 1160
Office: Social Sciences Building, 1202
Office Hours: Mondays, 12:00 PM – 1:30 PM

Course Description
This course will prepare criminology and criminal justice students to understand the complex relationships
between the criminal justice and immigration systems. Over the past 150 years, immigration controls –
including laws, borders, and policing – have evolved from barely existent to saturating the globe. Today
global human migration impacts the global economy, shapes national and local politics, and influences
contemporary social life. Changes in the world of migration have had a significant impact on the theory
and practice of criminology and criminal justice, especially issues surrounding undocumented migration
and immigration enforcement. In this course, students will develop an understanding of immigration and
criminal justice through lecture, scholarly readings, classroom discussion, and out-of-class assignments.

Course Objectives
1. Student will understand essential concepts, laws, and institutions related to the US immigration
2. Students will analyze the criminal justice and immigration systems within a broader social,
economic, and political context.
3. Student will understand the relationships between the immigration enforcement system and the
criminal justice system.
4. Student will understand how social difference (race, class, gender, etc.) intersects with the
immigration and criminal justice systems.
5. Students will understand the causes, characteristics, and experiences related to undocumented
6. Student will identify and analyze legal and ethical dilemmas common to the immigration system.
7. Student will communicate clearly and accurately about contemporary immigration issues.

Course Policies
Email: Students should use email etiquette that meets professional communication expectations. Expect
24 hours for email responses.

Absences: Due to the interactive nature of the seminar course, attendance is very important and will be
documented daily. Students can miss one in-class day without penalty for any reason. Additional absences
will result in the loss of participation score.

Late Assignment: Late assignments are not accepted, but deadlines may be negotiated in advance at the
discretion of the instructor.

Course Discussion: Classroom discussion is the primary source of learning in a seminar, so intelligent,
respectful, on-topic participation through dialogue is essential. Respectful debate over ideas is
encouraged, but disrespectful communication, including discriminatory or degrading language will not be
tolerated. Meaningful participation means that the student is “eyes-up” in the discussion using active
listening skills rather than distracted by technology.

Technology in the Classroom: Cell phones and any other technology not directly used for classroom
learning is strictly prohibited. Students are discouraged from using technology during class.

Grading Scale: A (94-100%), A- (90-93%), B+ (87-89%), B (84-86%), B- (80-83%), C+ (77-79%), C (74-

76%), C- (70-73%), D+ (67-69%), D (64-66%), D- (60-63%), F (<60%)

University Resources
• Writing Center. 3035 CASL, 313-593-5238, (
• Tutoring Services. 313-593-5341, (
• Counseling Center. 2157 University Center, 313-593-5430, (
• Disability Support Services. 2157 University Center, 313-593-5430,

University Policies
Academic Integrity: The University of Michigan-Dearborn values academic honesty and integrity. Each
student has a responsibility to understand, accept, and comply with the University’s standards of academic
conduct as set forth by the Code of Academic Conduct (, as
well as policies established by each college. Cheating, collusion, misconduct, fabrication, and plagiarism
are considered serious offenses, and may be monitored using tools including but not limited to TurnItIn.
Violations can result in penalties up to and including expulsion from the University. At the instructor’s
discretion, the penalty may be a grade of zero on the assignment up to and including recommending that
the student be expelled from the University. It is the sole responsibility of the student to understand and
follow academic guidelines regarding plagiarism. The University of Michigan–Dearborn has an online
academic integrity tutorial that can be accessed at

Disability Statement: The University will make reasonable accommodations for persons with documented
disabilities. Students need to register with Disability Resource Services (DRS) every semester they are
enrolled for classes. DRS is located in Counseling & Support Services, 2157 UC. To be assured of having
services when they are needed, students should register no later than the end of the add/drop deadline of
each term. Visit the DRS website at: If you have a disability that
necessitates an accommodation or adjustment to the academic requirements stated in this syllabus, you must
register with DRS as described above and notify your professor. Upon receipt of your written notification,
we will make accommodations as directed by DRS.

Sexual Assault and Harassment: Title IX of the Civil Rights act recognizes that students should be able to
study in a safe atmosphere free of sexual violence, harassment and discrimination. Information and
resources regarding sexual assault and harassment policies and support services can be found here:

Safety: All students are encouraged to program 911 and UM-Dearborn’s University Police phone number
(313) 593-5333 into personal cell phones. In case of emergency, first dial 911 and then if the situation
allows call University Police.

Emergency Alert Notification (EAN): The EAN system is the official process for notifying the campus
community for emergency events. All students are strongly encouraged to register in the campus EAN, for
communications during an emergency. The following link includes information on registering as well as
safety and emergency procedures information:

Emergency Situations:
• Fire alarm. If you hear a fire alarm, class will be immediately suspended, and you must evacuate
the building by using the nearest exit. Please proceed outdoors to the assembly area and away from
the building. Do not use elevators. It is highly recommended that you do not head to your vehicle
or leave campus since it is necessary to account for all persons and to ensure that first responders
can access the campus.
• Shelter-in-place. If the class is notified of a shelter-in-place requirement for a tornado warning or
severe weather warning, your instructor will suspend class and shelter the class in the lowest level
of this building away from windows and doors.
• Active shooter. If notified of an active threat (shooter) you will Run (get out), Hide (find a safe
place to stay) or Fight (with anything available). Your response will be dictated by the specific
circumstances of the encounter.

Course Resources
Required Texts. You are required to purchase these two books for the course. Because we will be
discussing the books in class, you are expected to have a print copy of each book. Both books are
available from the bookstore.
• Golash-Boza, T. (2015). Deported: Immigrant Policing, Disposable Labor and Global
Capitalism. New York City: NYU Press.
• Provine, D., Varsanyi, M., Lewis, P., & Decker, S. (2016). Policing Immigrants: Local Law
Enforcement on the Front Lines. Chicago: The University of Chicago Press.

Academic Articles. In addition to the two books above, students will rely on a variety of academic articles
to explore the themes of the course and prepare students to engage with peer-reviewed academic research.
These articles will be posted online through Canvas and printed out when necessary. Materials will be
labelled “Optional” in the syllabus below will be discussed in class, but students are not required to read
them in advance.

Forms & Documents: Students will rely on official government forms, redacted cases, and other relevant
documents to encourage authentic learning experiences. These documents will be posted online through
Canvas and printed out when necessary.

Online Resources: Students will rely on web-based resources. Links to these resources will be posted
online through Canvas.

Course Expectations
Daily Prompt. Each day at the start of class, students will respond in writing to a prompt based on the
require readings. This prompt will serve to check that students are completing the readings and provide a
conversation starter for the class. Responses will be collected and scored on a pass/fail basis, and count
towards 15% of the final grade.

Classroom Participation. As a seminar, the quality of the course depends on full student participation.
Participation means that you give classroom work your full attention, and that you make timely, relevant,
and original contributions to your colleagues, as well as providing a supportive space for your colleagues
to express themselves. Students are encouraged to use this as a growth opportunity: students who are
uncomfortable speaking are encouraged to be assertive, while students who are comfortable speaking a lot
are encouraged to leave room for their peers. Classroom participation will count for 5% of the final grade.

Course Assignments. In addition to the readings, students will be given five assignments during the
course, which they are expected to bring to class completed on the day they are due, and which will be
used as part of an in-class activity. Late assignments will not be accepted. Course assignments will count
towards 20% of the final grade.

Final Research Paper. The final paper is designed to evaluate your attainment of course objectives and
enhance your professional portfolio beyond the course. Choose a topic related to the course and write a
research paper that advances an argument through logic and evidence. You are encouraged to pick a topic
that is specific to your interests and develop it in a direction that benefits your professional career using
academic articles, hands-on research and observation, and publicly-available data. Your paper will be
evaluated based on your ability to make original, interesting, and theoretically and empirically sound
arguments that advance the field of crimmigration and/or your professional field. A grading rubric will be
provided, and the paper will count towards 60% of the final grade.

Unit 1: Introduction to Migration

Introduction to Course (9/10/2018)

Section 1.1: Why People Move (9/17/2018)

Learning Resources
• Hammond, T. G. (2015). The Mediterranean Migration Crisis. Foreign Policy Journal, 1-12.
• Vice Media. Murder and Migration in Honduras: Immigrant America. Available online:
• Golash-Boza, Introduction & Chapter 1.
• Organization for International Migration. (2018). World Migration Report 2018. Available
online: Chapters 1 and 2.

Section 1.2: US Immigration History (9/24/2018)

Learning Resources
• Kanstroom, D. (2007). Deportation Nation: Outsiders in American History. Cambridge, MA:
Harvard University Press. Chapter 3.
• Ngai, M. M. (2004). Impossible Subjects: Illegal Aliens and the Making of Modern America.
Princeton, NJ: Princeton University Press. Chapter 4.
• Optional: Coleman, M. (2012). Immigrant Il-Legality: Geopolitical and Legal Borders in the US,
1882–Present. Geopolitics, 17(2), 402-422.
• Assignment 1 Due: Personal family immigration history.

Section 1.3: Concepts, Laws, and Institutions (10/1/2018)

Learning Resources
• Johnson, K. (2009). Understanding Immigration Law. New Providence, RI: LexisNexis. Chapter
5 and 11. Optional: Buy this book.
• Select government forms and documents.
• Discuss term paper.

Unit 2: Undocumented Immigration

Section 2.1: Undocumented Migration, Borders, and Policy (10/8/2018)

Learning Resources
• Massey, D. S., Durand, J., & Pren, K. A. (2014). Explaining Undocumented Migration to the U.S.
International Migration Review, 48(4), 1028–1061.
• De Genova, N. (2004). The Legal Production of Mexican/Migrant "Illegality". Latino Studies,
2(2), 160-185.
• Golash-Boza Chapter 2.

Section 2.2: Legality, Illegality, and Everything In-between (10/22/2018)

Learning Resources

• Jones-Correa, M., & de Graauw, E. (2013). The Illegality Trap: The Politics of Immigration &
the Lens of Illegality. Daedalus, 142(3), 185-198.
• Chauvin, S., & Garcés-Mascareñas, B. (2012). Beyond Informal Citizenship: The New Moral
Economy of Migrant Illegality. International Political Sociology, 6(3), 241–259.
• Gorman, C. S. (2017). Redefining refugees: Interpretive control and the bordering work of legal
categorization in U.S. asylum law. Political Geography, 58, 36–45.
• Optional: Menjivar, C. (2006). Liminal Legality: Salvadoran and Guatemalan Immigrants' Lives
in the United States. American Journal of Sociology, 111(4), 999-1037.

Section 2.3: The Undocumented Life (10/29/2018)

Learning Resources
• My Life as an Undocumented Immigrant by José Vargas.
• Stuesse, A., & Coleman, M. (2014). Automobility, Immobility, Altermobility: Surviving and
Resisting the Intensification of Immigrant Policing. City & Society, 26(1), 51-72.
• Optional: Harrison, J. L., & Lloyd, S. E. (2011). Illegality at Work: Deportability and the
Productive New Era of Immigration Enforcement. Antipode, 44(2), 365–385.
• Assignment 2 Due: Course project description.

Unit 3: Immigration Enforcement, Detention, & Deportation

Section 3.1: Devolution of Immigration Policing (11/5/2018)

Learning Resources
• Provine, D., Varsanyi, M., Lewis, P., & Decker, S. Chapters 1 & 2.
• Golash-Boza, Chapter 3.
• Select documents.
• Assignment 3 Due: Immigrant community resources assignment.

Section 3.2: Geographies of Local Immigration Enforcement (11/12/2018)

• Provine, D., Varsanyi, M., Lewis, P., & Decker, S. Chapters 3 & 4.
• Golash-Boza, Chapter 4.
• Select documents.
• Assignment 4 Due: 287(g) & sanctuary cities assignment.

Section 3.3: Immigration Enforcement and the Criminal Justice System (11/19/2018)
Learning Resources
• Provine, D., Varsanyi, M., Lewis, P., & Decker, S. Chapters 5 & 6.
• Golash-Boza, Chapter 5.

Section 3.4. Immigrant Detention Infrastructure (11/26/2018)

Learning Resources
• Hiemstra, N. (2014). Performing Homeland Security within the US Immigrant Detention System.
Environment and Planning D: Society and Space, 32(4), 571-588.

• Gilman, D., & Romero, L. A. (2018). Immigration Detention, Inc. Journal on Migration and
Human Security, 6(2).
• Golash-Boza, Chapter 6.

Section 3.5. Immigration Courts, Criminal Courts, and Judicial Control (12/3/2018)
Learning Resources
• Beckett, K., & Evans, H. (2015). Crimmigration at the Local Level: Criminal Justice Processes in
the Shadow of Deportation. Law and Society Review, 49(1), 241-277.
• Vera Institute of Justice. (2017). Evaluation of the New York Immigrant Family Unit Project:
Assessing the Impact of Legal Representation on Family and Community Unity (pp. 1–69).
• Kocher, A. (2018). Immigration Courts, Judicial Acceleration, and the Intensification of
Immigration Enforcement in the First Year of the Trump Administration. In J. Kowalski (Ed.),
Reading Trump: A Parallax View on the US Presidency: Palgrave.
• Assignment 5 Due: immigration attorney assignment.

Unit 5: A Constantly Shifting Landscape

Section 4.1: Ways Forward? (12/10/2018)

• Golash-Boza, Conclusion.
• Provine, D., Varsanyi, M., Lewis, P., & Decker, S. Chapters 7.
• Marks, D. L. (2008). An Urgent Priority: Why Congress Should Establish an Article I
Immigration Court. Bender's Immigration Bulletin, 13, 3–8.

Final Exam (12/17/2018, 3:00 PM – 6:00 PM).

• Final paper due.