citations

Bolton, Euri Bell. Brief Answers to Mr. T.E. Smith’s Questions About the Rural School made under the direction of Mr. M.L. Duggen, Rural School Agent, 1914-1923. Euri Bell Bolton Box 2. GCSU Special Collections Archive. Accessed September 19, 2017.

First Annual Announcement & Catalog of the Georgia Normal and Industrial College. (1891). Atlanta, Georgia: Jas. P. Harrison & Co., Book & Job Printers. Accessed September 19, 2017.

Prospectus of the Georgia Normal and Industrial College. 1890

*Notes:

I will add pictures via flicker later. I have to cite the images according to GCSU citation requirements and I have to figure out how to create an unbreakable link to my pictures.

 

Mission Statement

Laura Ann Griggs, a student of GCSU enrolled in Cultural Crossroads: Migration and Community Transformation under the guidance of Dr. Alvis Dunn of UNCA and Dr. Turner of MWSU, will complete a website, timelineJS, and storymap dealing with local migration patterns (historic or recent) that have currently noticeable effects on the surrounding area or region of her institution, GCSU. The course and project therein began on August 22, 2017 and will end on the final project presentation date of November 30, 2017. A write up and defense of the project’s adherence to this contract will be completed by December 11, 2017. The final project and presentation will be turned in to Dr. Dunn, Dr. Turner, and to Griggs’s GCSU COPLAC student advisor, Dr. Amanda Reinke.

The aim of this project is to create a website detailing the history and cultural or socioeconomic significance of the Georgia Normal Industrial College (GNIC) on the Milledgeville area as well as the state of Georgia via the migration of the student population. GNIC survives today as a co-ed liberal arts college, GCSU, and originally was Georgia’s first public women’s college that mainly specialized in the industrial arts “suitable” to the future employment of women. GCSU is located in it’s original area of Milledgeville Georgia in Baldwin county and still utilizes many of its historic buildings. GNIC specialized in education women teachers, and sent many across the state to survey or inspect county schools. Also, since the founding of GNIC dormitories as well as private housing was utilized by students and traveling home was discouraged as a distraction. Thirdly, GNIC up through the 1960’s as Georgia State College for Women (GSCW) was segregated as well as co-ed. Therefore the goal of the project is to investigate the socioeconomic impact of student activity, segregation, and county school inspection in the Baldwin county area; if time is manageable the county school inspection impact on the rest of the state of Georgia will be included.

 

Tools

The project website will be created as a WordPress site, and the timeline will created through the TimeLine JS software. The storymap will be created via StoryMap software. Themes and plugins are yet to be determined.**

Research will be conducted through the GCSU Special Collection archives and the UGA online database, Galileo (and the databases therein). Collaboration with the GCSU Digital Archivist Holly Croft as well as with Dr. Jessica Wallace of the GCSU history department. Dr. Amanda Reinke of the GCSU Government and Sociology will aide in the research focus and guidance as well.

 

Project Progress Milestones

According to the Cultural Crossroads syllabus, I must post regular blogs about the project’s progress, participate in class discussion, and discuss “updates” on the project in class. Lastly, a presentation of the completed website and a write-up about the completion are due on November 30 and December 11 of 2017,  respectively. Since Laura Griggs does not have a project partner, she will not divide the project labor. All of the numbered milestones below are based on the guidelines of the course syllabus. All milestones in the passive voice are refering to Laura Ann Griggs as the party responsible for each milestone completion.

 

1. October 3: A TimeLineJS and a StoryMap JS of her chosen migration moment will be completed.
   1. Oct 5: The TimeLineJS and StoryMap JS will be imbed in the project website and will have proper citations. The major page layout and navigation of the project site will be solidified if not completed.
2. October 10: A thorough bibliography of secondary sources will be created.
   1. Oct 12: A thorough bibliography of primary sources will be created.Both bibliographies will be imbed into the website in an editable manner, in case the bibliographies need to be revised.
   2. Oct 19: The final theme of the website will be decided. Any images used will be cited on a the citation page.
3. October 31: A project website rough draft will be completed.
   1. Nov 6-17: Any final research will be completed and incorporated into the site and properly cited.
   2. Nov 20-24: Any last details of the project site will be finished and the presentation will be prepared.
4. November 28-30: In class final presentations of completed project and website are due.
5. December 11: Final project websites and write-up will be completed and turned into the respective professors.
6. **Any dates between these milestones are free time to conduct research. Weekly to biweekly blogs about progress and research will posted before class on Tuesdays and Thursdays class and discussed in class.

Sources

Dunn, Alvis. And Turner, Leland. 2017. “Syllabus.” http://xroads.coplacdigital.org/course/. WordPress. Accessed September 22, 2017. <http://xroads.coplacdigital.org/course/syllabus/>

 

Laura Ann Grigg’s project webstite address:

http://xroads.coplacdigital.org/gcsu/

 

Laura Ann Griggs’s project website blog address:

http://xroads.coplacdigital.org/griggs/

Bibliography

Bolton, Euri Bell. Brief Answers to Mr. T.E. Smith’s Questions About the Rural School made under the direction of Mr. M.L. Duggen, Rural School Agent, 1914-1923. Euri Bell Bolton Box 2. GCSU Special Collections Archive. Accessed September 19, 2017.

*This is a typed document of answers to an unknown inquirer’s question about a survey done on Georgia county (rural) schools by M.L. Duggen and Euri Belle Bolton. Mr. Duggen (Duggan in other documents) was a rural school agent and Ms. Bolton was working from a department at GNIS. 

First Annual Announcement & Catalog of the Georgia Normal and Industrial College. (1891). Atlanta, Georgia: Jas. P. Harrison & Co., Book & Job Printers. Accessed September 19, 2017.

*This was published not long after the Prospectus of GCSU affirming the success of the college’s first term and its imediate plans for the following terms. It also details more about the departments, uniforms, dorms, and other subjects.

What I have Found

Ms. Bolton’s work was by far the most useful because it gives the purpose and brief accounts of a school survey done in conjuction with GNIS (which had a large teaching department). I found that the survey was conducted in order to consolidate rural county schools into larger schools via geographical information (distances of students’ homes, etc) and intellectual surveys of students’ learning and of the teachers’ abilities (pg 2). Mr. Duggan in particular wanted county wide taxes to fund schools in order to optimize school quality rather than district taxes (within counties) that did not bring in proportional amounts of money and left many schools under funded (pg 5-6). The survey also found that term lengths of rural counties were too short, teacher’s salaries were not adequate, and that the school librarys did not have many books if any at all (pg 6).

The First Annual Announcement & Catalogue of the Georgia Normal and Industrial College ( from now on refered to as Annual Announcement) fleshed out some hard data that can be useful. For example, the first class of GNIS initially consisted of 88 students from 52 Georgia counties and later grew to 171 students from 75 Georgia counties (pg 10). There are also lists of the student’s names as well as their respective hometown and county (didn’t get the page number). There is also a list of all the Georgia counties’ respective scholarship allocations. Other interesting factoids were that Milledgeville’s smalltown community did not afford the students much distraction from their studies (pg 12). The library was stocked by student and faculty contributions rather than by state funds (pg 14).

My thoughts

I can really use Bolton’s records as an indicator of how, even in its earliest stages, GNIS had a state wide impact. The actual surveys are digitally accessable on http://onlinebooks.library.upenn.edu/webbin/book/lookupname?key=Georgia.%20Department%20of%20Education if I need any hard data. I don’t know why GNIS was so involved in the county school systems, but I suspect it is because of the purpose of its large department on educating teachers (and larger purpose of the school) to create a more cultured and educated Georgia population. However I love the irony of the fact that I can look up how GNIS affected the rest of rural Georgia before I can find any studies on how the college affected the local town. Perhaps I can find a survey of Bibb county.

The Annual Announcement book actually lists one of the purposes of the college as “to exert an uplifting and refining influence in family and society by means of a cultural intellect, which can only by attained by a systematic education in the higher branches of learning” (pg 15). This could be key to understanding the GNIS outreach to county schools. Unfortunately, I did not find Duggan’s ties to GNIS and though Bolton is tied to GNIS, I did not write down how she contributed to the surveys; I do recall that she helped draw the consolidation survey maps and conducted some of the student surveys; however I am not certain because it isn’t in my notes. I will go back and record it later.

All in all this has been a fruitful search for only and hour in an archive. I hope to find more information on GNIS’s actions based on the surveys and how the consolidation affected the counties. I suspect that GNIS did these surveys not only for the benefit of the teaching program purpose, but also to affect how students were gathered and distributed scholarships from GNIS. At the time the school was very segregated even though it created many opportunities for lower class students. Two of the surveys conducted by Mr. Duggan (but Bolton was not present for) included two African American Schools in Clayton and Taliaffero county (pg 6). I would like to look into these especially to see how the surveys were conducted, the results, and resulting allocation of funds affected these school. I wonder if they were destroyed during consolidation in order to provide more funds to a larger and better segregated white school; on the other hand, two seperate but larger segrated schools could have been made or maybe even one of the first integrated schools were created. Also, I wonder if the school consolidation, which was ment to increase the quality of county school education, increased the number of high school women eligible to attend GNIS. I also want to know more about Bibb and see if anything special was done for the county schools there, since GNIS resides in the same county. Any way this data turns out, I am sure it will be interesting.

Bibliography

Bonner, J.C. A Study of Enrollment at GCSW . 1949. Georgia College and State University Special Collections. *Place of Publication: Publisher. Accessed September 8, 2017.

*I don’t remember this ever having a publisher listed. I will check again later because I have the access information written down and I have a place where I can keep the sources  I am looking into for later (like a desk inside the archive, its really nice).

What I’ve found

Even though this study for 1949, this proves that GSCW did have a significant amount of students from nearly every county in the state. This study is also interesting because it specifically addresses the decline  in enrollment after the WAVES were housed at GSCW during WWI. Bonner studies how co-ed colleges, social/extra-cirricular activities, convinience/distance from home, and other factors played into GSCW’s enrollment problem. Particularly interesting is that Bonner states that the study only focuses on the population of Georgia that is eligible to enroll at GSCW at the time: white women that were graduating highschool. He goes so far to address the lack of a co-ed environment as a problem, but not segregation.

What I think

This might not be very important to me, but it is the first population study I have found that addresses the college. I will look for other studies that were conducted earlier. Also the hurricane is really messing up my research and I have a bad head cold.

Working Primary Sources Bibliography

Prospectus of the Georgia Normal and Industrial College . (1890)

*This citation is not complete because I did not have enough time to write down the citation information besides the title and year of publication. This work outlines the general rules governing the enrollment and selection of pupils as well as the general rules about dorm living and class attendence.

Skinner, Hoyle. School Girl Days: A Memory Book. Chicago: Reilly & Britton Company, 1912.

*This is a scrapbook created by Hoyle Skinner, a Georgia Normal and Industrial College class president.

Working Secondary Sources Bibliography

Bonner, James C.; Edward B. Dawson and William Ivy Hair. A History of Georgia College. Georgia College and State University. Clarkesville: Jostens, 1979.

What I Have Gleaned

The Prospectus was the most telling surprisingly. I had brief headed sections detailing the different aspects of G.N.I.C. Milledgeville was chosen for its central location, climate and overall “fine” society; it had the Georgia Military and Agricultural College and Lunatic Asylum at the time (which gives a frame of reference as to how the town was already). Milledgeville aslo had a  Methodist, Baptist, Episcopal, and Presbyterian church; this is interesting because the pupils were mandated to attended their prefered church. Milledgeville still has many active (and historic) churches, some of which may date back to that time (thus the college influenced the town to preserve its religious roots). Another crucial detail I found was that the college sent free scholar ships to every county in Georgia equal to the number of the “lower house” legislative seats each county held. In addition, each county was allowed an additional number of seats to fill with students. Therefore Georgia College served the whole state early on, rather than regionally (contradicting my last finding). This is very important because this opened up Milledgeville to a wider of range of diversity much earlier in the college’s history. Also students were given scholarships based on aptitude (the entrance exam) and their financial need; in other words GNIC pioneered a new way of admittance that was not classist (adding more diversity). In addition, visits from the family or to home was strongly frowned upon because it would interfere with their studies; thus the students must have had to spend their time downtown or in neighboring towns. Lastly a majority of the students had to live in privately owned homes in the town; therefore Milledgeville was already gearing towards student housing as soon as the college was founded. All of these details set up the history of GCSU to be more influental on Milledgeville than I previously thought.

Skinner’s scrapbook revealed much, but little to what I was looking for. However I did find many newspaper article clippings that discussed the studies abroad (Egypt) and the inspection of the public schools and colleges of Macon by a senior class from GNIC. Therefore the college had more regional affects as well.

I have not gotten to delve into the secondary source because it is much denser and I haven’t yet determined how it pertains to my topic yet (I am worried that I might not find anything of use).

Concluding Thoughts

I will complete my bibliography tomorrow and turn it in. I am looking into older publications of the college’s newspaper the Colonnade as well as records from on campus organisations.  The annotations aren’t indented because I cannot figure out how to do that on this blog (my tab key doesn’t work on here). I had to cut my archival study short because I had to go take my husband to see his MRI results on his knee. Nothing serious was wrong; his knee cap dislocated and had to slide back into place slowly and naturally (which caused him the immense pain).

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Research Focus

This project is now focused on how Georgia College and State University has affected the surrounding Milledgeville area. Currently sources will be sought dealing with the historic changes of the college and the populations within and affected by the college (e.g. students, faculty, staff, locals).

GCSU background

GCSU started out as a women’s college that was small and even excluded interaction with local males. The school grew as a women’s college, developing into a four year degree college that was developing liberal arts programs. It became coed in 1967 when enrollment was dwindling, and became the first public liberal arts college of Georgia in 1996: this is when the college started to have a large influx of students from outside of Central Georgia. Now Georgia college is host to over five thousand students.

I am interested in each evolution of the college; however what may have had the largest effect on the town of Milledgeville and surrounding area is when the college became coed and when it was established as a college that supports a significantly larger student population that represented regions other than Central Georgia. Also what might be another significant point is when in WWII the college became the training base for the Navy WAVES; the student population suddenly increased with protest from many students, including Flannery O’Conner.

Why I focus on these moments is because they represent when the college student population was increasing and diversifying. This in turn created multiple and diverse opportunities for local businesses and the community to adjust the massive influx of seemingly foreign peoples representing generations. I also focus on these times because college housing most likely was not able to support the population or the students may not have been required to live in the dorms/ on campus. Therefore local housing must have been affected as well.

Current Research and Observations

So far I have yet to go to the local Historical Society or any other repository of archives; I plan to do so before Thursday of this week.  There is one book I happened to find called Milledgeville Then and Now that is a compilation of images from different points in Milledgeville history; hopefully I will be able to use the images (correctly cited of course) on my website. However Galileo, though wonderfully helpful when looking for academic journal articles, has not found any primary or secondary sources (not even any from academic journals) that focus on GCSU.

However there are some observations that I have made about the town during my first year here as a student. The first and perhaps the most important point is that I have never interacted with many locals of Milledgeville; my social sphere primarily consists of students. The only time I did interact with many locals is when I worked at a diner. The second observation is that downtown Milledgeville, especially near the college, seems to focus on student life or tourism. There are seven restaurants that have bars and at least two businesses that function solely as clubs/bars (not to create any disparaging image of the local college students). Also these clubs double as music venues that often feature obscure, uprising, or local bands. In addition there are boutique clothing stores, a comic/game store, two bakeries, and an ice cream shop. Also many historic buildings are well maintained and give free tours featuring the history of Milledgeville.

My third observation is that Milledgeville housing is changing rapidly and the city is merging into (not legally/municipally) Hardwick, which is South of Milledgeville. Most of the housing in the downtown area has been converted into duplex appartments or rented out to groups of students. Further outside of town large (mainly North) apartment complexes are being developed. I live in an appartment that is roughly half of a house that was built in the late 1800’s (now its a duplex). The Historical Society won’t allow for air conditioning units to be visibly outside of the house because it isn’t period (according to my landlords). All of the houses on my block are duplexes; right accross the street is a newer appartment complex called Rocky Creek Apartments. Before I moved here, I learned that the cheaper housing is South of GCSU in Hardwick; however I heard that lots of students had issues with theft/break ins. On the other hand, North of Milledgeville more expensive apartment complexes appear. Further North towards Lake Sinclair upscale shoping centers and grocery stores appear and private/gated communities as well as large (mega?) churches appear.

Obviously a mix of the college students with the tourism from the lake has created an odd development that almost appears as gentrification at times. There are many “cool” hangouts and a couple of ethnic restaurants that have affordable options as well as more pricier dishes. Also an urban sprawl is growing North of Milledgeville towards the lake on Highway 441. I know that many students at GCSU are from North Atlanta and many are wealthy. However there are many like my husband and I that have to use financial aide to pay for housing, tuition, and fees. Lastly this combined with the fact that I don’t interact with many locals may indicate a class disparagement with the locals of Hardwick and Milledgeville with the incoming student/faculty/staff population of GCSU as well.

Working Bibliography

nothing yet, but I got the background information from the New Georgia Encyclopedia.

http://www.georgiaencyclopedia.org/articles/education/georgia-college-and-state-university

Personal Thoughts

The new direction is due in part to the fact that all previous research has found little regarding migration patterns of Baldwin county nor the city of Milledgeville that does not involve the college. Previously I was looking into any records of migration within Georgia during post-Civil War times; however as I focused my regional research to Milledgeville or Baldwin county the primary and secondary sources dried up. In addition, the research itself was stunted by the lack of collaboration between my partner and myself; we never went to the local archives and my partner decided to drop the class abruptly when presentations were due last Thursday. Therefore this research may be narrower in focus in a sense of time or on a specific population; hopefully the quality will not be affected.

**I would like to personally thank Dr. Dunn, Dr. Turner, Leah Tams, and Liz Torrez for the support and ideas exchanged during the last class. All in all I love hearing about everyone’s research and exchanging ideas.**

Bibliography

Goodman, Adam. 2015. “Nation of Migrants, Historians of Migration.” Journal Of American Ethnic History 34, no. 4: 7. Advanced Placement Source, EBSCOhost (accessed August 28, 2017).

Gabaccia, Donna R. “Is Everywhere Nowhere? Nomads, Nations, and the Immigrant Paradigm of United States History.” Journal Of American History 86, no. 3 (December 1999): 1115. Advanced Placement Source, EBSCOhost (accessed August 28, 2017).

Gerstle, Gary. “Introduction.” American crucible: race and nation in the twentieth century. 2nd ed. Princeton, NJ: Princeton University Press, 2017. Accessed August 28, 2017. http://press.princeton.edu/titles/10915.html.

Hypothesis

Goodman: He is supporting the claim that rather focusing on US immigration to rather focus on migration within the US as well as internationally. This coined migration paradigm is more encompassing than the immigration.paradigm

Gabaccia: Essentially the idea of the US immigration paradigm is false due to innaccurate portrayals of Italian immigration history through the nation-state lense and the innaccurate portray of historic US treatement of immigrants. In other words, immigrants do not necessarily have one nationality but rather hail from diasporas; in addition, many immigrants did not form national identies until met with xenophobia from the US. The US immigration paradigm is the idea that America formed a unique cultural identity from the melding of several immigrant identities. However this is not true because US Italian immigrants did not completely melt into the larger US society and maintain connections to their diaspora.

Gerstle: Civic nationalism and racial nationalism both have roots in racism and are more intertwined and complex than previously thought.

My Research Relations

1. In Gabaccia’s work, I found a quote from Emilio Franzina talking about how migrants form the nationalist fronts often times because they are forced into a larger identity due to discrimination against their region of origin (page 11). This can also be said of Irish nationalism, which was supported by many Irish immigrants as displayed by the Fenian Brotherhood letter posted in the Altanta Intellegencer calling for aide in the Irish uprising (see previous blog for the 1866 article citation).
2. Gerstle’s depiction of the too intimate relation between racial and civic nationalism I believe can be seen far better in the South. Like the Intellenger article referenced above, the civic nationalism can be seen the paper supports the influx of European immigrants while the racial nationalism (or civic?) can be seen in the article slamming any notion of African American voting rights.
3. These two ideas of nationalism also play into the larger notion of the immigrant paradigm because both senses of nationalism are exclusively supportive the US/western concept of national identity (anyone against civic/racial nationalism might as well be a heretic). For example, communist thought, although excepting of all races/immigrants, was shunned by the civic nationalist as not American due to anti-capitalist thoughts). I wonder if migrants influxing into the Southern US (whether from around the globe or the next state over) experienced a form of racial/civic nationalism that is distinctly Southern, with different, regionally bound qualities or differences with other US regions. This may especially be true after the Civil War and the influx of the cult of the lost cause.

Other Thoughts

I will add more to this later. Today (when this was originally posted) my husband had to go to the doctor due to a disabling knee injury. Due to the care I now have to provide on top of my other assignments has left me less able to flesh this out more fully. I apologize and again I will add more to this later.

Bibliographic Information

Taparata, Even. 2016. “The US has come a long way since its first, highly restrictive naturalization law.” Public Radio International.  accessed 27 Aug 2017. <https://www.pri.org/stories/2016-07-04/us-has-come-long-way-its-first-highly-restrictive-naturalization-law>

“General and Personal” The Atlanta Daily Sun. 20 Dec 1872. accessed 26 Aug 2017. <https://hyp.is/DKBlvotgEee1U0_e9mJFwQ/gahistoricnewspapers.galileo.usg.edu/lccn/sn83016187/1872-12-20/ed-1/seq-2/>

“The Question of Immigration” The Atlanta Intellegencer. 5 Dec 1866. accessed 26 Aug 2017.<https://hyp.is/oOLUiIqcEeelx8f29qoQoA/gahistoricnewspapers.galileo.usg.edu/lccn/sn89053739/1866-12-05/ed-1/seq-1/>

Hobbs, Billy. “Hancock resident, prosecutor, places in national farm event” Union Recorder. 13 Feb. 2017. Accessed 26 Aug 2017. <https://hyp.is/bBmBqotrEeea0ufQLc4ZuQ/www.unionrecorder.com/news/hancock-resident-prosecutor-places-in-national-farm-event/article_c8bf97b2-efdc-11e6-98e8-ef4cfa60d0ef.html>

Peebles, Jennifer. “Here’s how many refugees Georgia gets” Atlanta Journal-Constitution. 29 January 2017. Accessed 27 Aug 2017. <http://www.ajc.com/news/local/here-how-many-refugees-georgia-gets/tCHG8eH089V6MqbFqHiaBJ/>

“The Owners” Destiaethiopiankitchen.com. Accessed 27 Aug 2017. <http://www.destaethiopiankitchen.com/the-owners.html>

“Sevananda Natural Foods Markets” Sevenanda.coop. Accessed 27 August 2017. <http://www.sevananda.coop/>. 

Clayvon, Candace. “Photos: A guide to Your DeKalb Farmers Market” Atlanta Journal-Constitution. 21 March 2017. Accessed 27 August 2017. <http://www.accessatlanta.com/lifestyles/photos-guide-your-dekalb-farmers-market/KtMULOtw9rd2jWnu2VlYGJ/>

Chancey, Andrew S. 2013. “Koinonia Farm”. New Georgia Encyclopedia. accessed 27 August 2017. <http://www.georgiaencyclopedia.org/articles/arts-culture/koinonia-farm>

1. Thesis/Topic/Hypothesis
   1. Since this is a piece trying to list all previous US naturalization laws, there is no strong specific argument. However the article’s title claims that the US has made net progress in creating more civil and humane naturalization laws despite any previous set backs; the last sentence in the introductory section merely claims that the US naturalization laws have “changed” over time.
2. How this reading pertains to my research.
   1. In some Georgia based newspapers I found in the archives, I found that many articles expressed objection to curbing immigration to the South, particularly of European immigrants. For example, in the December 20, 1872 issue of The Atlanta Daily Sun, discusses a plan to build steamships exclusively for bringing immigrants to Savannah in the “Personal and General Section”. This is because immigrants were needed to “develop our resources and stimulate our economy” as quoted by the aforementioned The Atlanta Daily Sun article from a Union Recorder article. In addition, according to the December 5, 1866 issue of The Weekly Atlanta Intellegencer, the article, “The Question of Immigration” argues that European immigrant labors can fill the void left by the freed slaves in Southern states; the article even further argues that New York is purposefully directing immigrants exclusively to its ports to create a surplus of labor to exploit.  For context in the aforementioned newspaper issue, this was posted on the same page as an article that vehemently argues against African Americans voting rights and another article from “Fenians of New York” calling for support for the Fenian Brotherhood in Ireland. I point this out to demonstrate how European immigration and an Irish rebellion were not nearly as taboo as African American suffrage. This is unusual compared the racism experienced by European immigrants in the Northeast. However I have not yet found any historic articles from Georgia newspapers that vehemently argue in favor of immigrants’ civil rights. More recently, the Febuary 13, 2017 issue of the Union Recorder, Skye Gess argued against strict immigration policy at a national convention for the Georgia Farm Bureau Younge Farmers Program and gained national recognition; she argued that in Georgia a large portion of labor on farms are foreign laborers. Unlike the historic articles, this recent article argues against anti-immigrant sympathies towards Latinos, rather than Europeans.
   2. Atlanta is currently home to a significant number of refugees according to the January 29, 2017 article, “Here’s How many refugees Georgia gets” in the Atlanta Journal-Constitution. Local restaurants, grocery stores, and other forms of business are opening up in neighborhoods and attracting business from locals as well as tourists and college students. For example, Desta Ethiopian Kitchen is booming in the North Druid Hills Atlanta area and is run by the local Ethiopian population (“The Owners”). Sevenanda, a communally owned grocery store in Little Five Points, stocks a diversity of goods and foods for peoples that have restrictive/alternative dietary and health practices due to religious or cultural practices (“Sevananda Natural Foods Markets” ). Lastly, the farmers market in DeKalb, dubbed as a “world market”, sells produce and spices from around the globe and has 148 flags of different countries hanging like banners from the ceiling (Clayvon). Pictures are even prohibited to be taken there in order to maintain refugee safety and to not violate certain religious believes (personal experience).
   3. Essentially, Georgia is become more dependent upon the diversity and economic activity that immigrants and refugees bring into the state. Even though Ethan and I are trying to focus on how the emigration and immigration of college students affect the Milledgeville community, a part of our investigation could be how many international immigrants are within the population of students and in the local population. We can then look further how these have integrated into the local and college population and how these populations interact locally as well as in larger regions of the state. A lot of traffic from Atlanta and Athens occurs when college students transfer or enroll at Milledgeville, perhaps this could be further looked into.
3. Further notes on the matter
   1. Personally I have witnessed first hand how my home town, Americus Georgia, can be hateful as well as very supportive of Latino immigrants. In my high school we had a new transfer student that was adopted in order to go to school in the US; she occasionally visited her parents and called. Also a Mexican Grocery store, La Pasada, opened up caters to the local Latino community with a little bit of Korean flair coming from the store owners wife; they serve the best tacos in town (in my opinion) as well as Bulgolgi beef dishes.  However I have often heard the gripe about immigrants taking jobs and running down communities and creating drug dins. The very same high school that I and the other girl attended was originally a white-flight school and is still primarily white, middle to upper class locals. On the other hand, there is an old commune down the road from where I grew up called Koinonia Farm and was the first large community in the area to support desegregation and civil rights for African Americans (Chancey). I see some of these cultural frictions and stereotypes sprouting out of economic struggle from both the Latino and local communities. Therefore I do believe xenophobia is most definitely a reality; however, I also believe that it is inseparably tied into socioeconomic relations (in this specific case). This in turn if unchecked can completely halt any chance of immigrants’ upward mobility.

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