I. Introduction
Immigration into America is growing at one the fast rates in history. Of those, the Latino population is one of the largest growing and least educated minority groups. They account for the lowest amount of college enrollment and educational attainment of any racial/ethnic group (Bohon, Johnson, &Gorman 2006). In order to improve educational attainment research and polices must emphasis on internal and external factors. Internal factors, such as a child’s education expectation, need to be address and tested to verify how well current programs are performing. External factors, such as parent’s employment status, education status, and socioeconomic status need to be considered when improving or implement policy. These external factors may influence a child’s education expectation, and some form of social welfare policy may be needed to correct for this occurrence. This paper will look at second-generation immigrant education expectation and attempted to examine if a parent’s education, or employment status affects their outlook on the amount of education they expected to earn.
II. Literature Review
Portes and Rumbaut, who wrote the book Legacies: The Story of the Immigrant Second Generation described the struggle first-and-second-generation immigrant’s encounter throughout the United States. They discussed how one out of five Americans was either first-or second-generation immigrants (Portes & Rumbaut 2001). Further, the topic incorporation has become an issue with first-generation immigrants because of class background, language, and religion (Portes & Rumbaut 2001). This has caused additional studies to look at how second-generation immigrants have incorporated. When compared to first-generation, second...
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America is a land filled with immigrants coming from different corners of the worlds, all in hopes of finding a better life in the country. However, No one had an easy transition from his or her home country to this foreign land. Not every race thrived the same way—some were luckier than others, while some have faced enormous obstacles in settling down and being part of the American society. Many people have suffered
Both the early-exiters and college-goers share these environmental realities, often times living in unsafe neighborhoods, dealing with multiple relocations, cramped living conditions, and overworked parents. The spatial segregation that perpetuates these realities is executed on class lines, where predominantly immigrant neighborhoods generally have more poverty, and as a result have a higher-crime rate. Gonzales explains how this process is cyclical, poorer people have a higher propensity to resort to criminal activity, subsequently the crime rate is higher, this makes less wealthy people want to live in predominantly Latina/o communities, keeping property values low. If the K-12 education largely bases its funding off of property taxes, Latina/os are more likely to receive a subpar education - thus the masquerade of education as the “great equalizer” comes plummeting down, both the college-goers and the early-exiters are subject to systemic failures. Furthermore, the groups not only share similar economic/financial constraints but they both are partially paralyzed by a sense of paranoia, of fear about the consequences of their undocumented status and the status of their family
As the Latino population in the United States continues to grow, U.S. Census Bureau, 2001, increasing attention is being turned toward understanding the risk and protective factors of immigrant Latino and U.S.-born Latino children and families. The demographic data relating to Latinos in the United States estimate that one of every two people added to the U.S population was Latino, in July 2009 Latino population was the fastest growing minority group U.S Census Bureau, 2010. Despite the increased risk of growing the immigrant families are in lower risk of Social Economic Status, having parents with less education and limited with language and knowledge about education. Immigrating to one place to another is often the most stressful event
When most people think about immigration to the United States, they think of the U.S. as being the “land of opportunity,” where they will be able to make all of their dreams come true. For some people, immigration made their lives richer and more fulfilled. This however, was not always the case. A place that is supposed to be a “Golden Land” (Marcus 116) did not always welcome people with open arms. Even after people became legal citizens of the United States, often times the natural born Americans did not treat the immigrants as equals but rather as outsiders who were beneath them in some way. In some situations, people’s lives were made worse by coming to the “land of opportunity.” Often times people were living no better than they were in their own countries not able to make ends meet, just to live in the United States. Virtually all immigrants during the 1900’s had the same dream, to become successful and provide for their families as citizens of the United States, but they soon found out that the life in their new country was not going to be easy.
The topic that I am going to explore with you is that of educational opportunities and lack of educational opportunities for female immigrants and their children during the early 20th century, late 20th century, current struggles and my daughters personal experience with educational opportunities. At the end of this paper I hope to have helped you gain a better awareness of the educational challenges these women and children dealt with, what students are still dealing with today, and a personal struggle with education.
The number of ELLs being educated in the United States has increased dramatically. Although total enrollment between the 1993-1994 school year and the 2003-2004 school year rose by only 10%, the number of school-age ELLs increased by 100% (Short & Echevarria, 2004), and researchers predict that by the year 2030, 40% of the school-age population will be ELLs (DelliCarpini, 2008). This rise in school-age ELLs can be attributed to the increasing immigrant population in the U.S. (Echevarria et al., 2006). Although 75% of all immigrant children reside ...
The subject of this paper is Liz, a 52-year old, 1.5 generation female immigrant from Hong Kong. What this means is that she immigrated to the United States when she was a child, around 7-years old (Feliciano Lec. 1/4/2016). As a child of a family that consists of five siblings and two parents that did not speak any English prior to immigrating, the focus of this paper will be on the legal processes that the family went through to become legal immigrants and the various factors that aided in her path towards assimilation.
Portes, Alejandro, and Ruben G. Rumbaut. Immigrant America: A Portrait. N.p.: University of California Press, 2006.
Valenzuela utilizes various compilations of research to construct her exceptional argument regarding the issue of subtractive schooling with regards to 2nd generational immigrant students. She thoroughly analyzes and assesses the multitude of differences between 1st generation and 2nd generation students and their affinity for education. She divides the topic into 3 categories and asserts how each one adds to the issue of inadequate education for Mexican/Mexican-American students in the US public school system. Her research is conducted at Seguin (pseudonym) High School in Houston, Texas. She examines the effects of substandard education in regards to the students and their academic performance. She uses quantitative and qualitative research
Since the creation of the United States of America, immigrants from all backgrounds have sought refuge, a home and a life in this country of prosperity and opportunity. The opportunity of freedom to exercise natural rights is a large pull factor that causes many people to come to America. Others come because it is a country where one can prosper. Prosperity of people in a country, however, is a more challenging phenomenon to explain than opportunity. Immigrants seek economic, social and educational as well as cultural prosperity. The question of how to gain such prosperity is a difficult one to answer. Some immigrants come to America, cast off their past identity and attempt to find a new, less foreign one. By assimilating to American culture with this new identity, they start a long and treacherous journey to seek prosperity in a land vastly different from the one they once called home. Many will gain educational, economic and social prosperity, but never gain cultural prosperity. Assimilating to American culture so hastily, some immigrants are never able to explore and keep up with their cultural backgrounds. Their families grow up and became Americans, never cognizant of their given up ethnic identities. Those immigrants, however, who are able to gain cultural prosperity through the help of other immigrants of their respective background, become integrated into American society while keeping their ethnic identity. This is the sort of opportunity that the United States of America has provided new arrivals since its founding. Although many immigrants become overwhelmed with American culture and assimilate into it, those who contribute to a working ethnic society are able to dela...
A similar report to my research question was done, but it looked a look at Latino parents’ perception of child care in the United States, this was the main starting points to my development of research question, what are the perceptions of recent immigrant Latino parents on the education system of the United States? Most of the children from this report will very soon be students of the US education system and these will also be the parents schools try to get involved in the schools. The report states that, “because a significant proportion of the future U.S. citizenry will soon be Latino, it is vital to ensure that these children receive the care and resources they need in their early years to develop into successful adulthood” (Nation...
Immigration in the United States can be referred to demographic changes resulted to the influx of foreigners to the local community. Immigration to the U.S is primarily responsible for the development of controversial social, economic, and political aspect. These developments are liable for altering settlement patterns, significant social mobility, voting patterns, and increased crime levels. Previously, immigration in the U.S was largely a white-man affair seconded by people from South East Asia; however, recently, leading immigrations are from South American, South Asia, Middle East, and Africa. Quite a significant number of immigrants are illegal; nonetheless, the illegal immigrants can through the immigration policy be naturalized into the nation. More than half of immigrants are in America through family reunification, seconded by employment factors and thirdly, humanitarian reaso...
"Immigrants and the American Dream." Society 33.n1 (Nov-Dec 1995):3(3). Expanded Academic ASAP. Thomson Gale University. 26 Sep. 2006.
There is not doubt that the United States is a nation of immigrants; however for many immigrants who come to this country today there experiences are often not what they expected. More times then not many people find themselves...
As a nation, we have established institutions of learning that cater to the needs of some. Our schools allow a select handful of students to succeed. Certain segments of our population appear to be at greater risk than others. The future does not bode well for young black and Latino men and women who do not make it through high school. According to Duane Campbell, author of Choosing Democracy, the unemployment rate for Latino men and women is substantially higher than the national average and an African American child is as likely to go to prison as to college (15). According to the Economic Policy Institute, in 1991 43% of African American children and 35% of Latino children were living in poverty. It is not surprising that a vast number of the 501,875 annual school drop-outs come from impoverished black and Latino families.