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Immigration in America in the 20th century
Immigration in America in the 20th century
Early 20th century america and immigrants life
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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.
Migration to America first started in the 1800’s with large numbers in Irish, Italian and Jewish cultures. Before coming to America many of the immigrant children did not have much of an education and families did not see education as being as important as learning a trade or finding a husband. Jewish families sent boys for religious education, however were not as worried about sending the girls. For Italian girls education was an option, however the poor needed the kids to stay home and work. Most Italian families could not afford to send their child to school. Irish girls were sent to school if the family could pay. Many children did attend, however the great famine forced many families to the point of starvation and funding was not available for the children. Eventually many families in Ireland were forced to leave Ireland and many sought salvation in America.
Migration in the Early 20th century to America was scary in many ways; mothers feared losing their children to American Institutes. Some mothers felt American education made children, “persons of leisure” (Ewen, 1985). Mother’s felt that schools set their children up to loses; they felt their daughters were needed at home to help with hous...
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...upport. The creator, “Norma Vega, a social worker and a former principal at Bronx International High School” had a vision and continues to work with immigrants (Medina, 2009). Vega also points out the immigrants who struggle, “If they were all sent to regular high school, they would simply be lost” (Medina, 2009)
Reference
Ewen, E. (1985). Immigrant Women in the Land of the Dollars. Canada: Monthly Review Press.
Hans Johnson (2011). Immigration and Education . [ONLINE] Available at: http://www.ppic.org/main/publication_show.asp?i=821. [Last Accessed January 2, 2014 ].
Jennifer Medina (2009). In School for the First Time, Teenage Immigrants Struggle. [ONLINE] Available at: http://www.nytimes.com/2009/01/25/education/25ellis.html?pagewanted=all.
Seller, M. (1994). Immigrant women. (2nd ed.). Albany: State University of New York Press
In Subtractive Schooling: US-Mexican Youth and the Politics of Caring, Angela Valenzuela investigates immigrant and Mexican American experiences in education. Valenzuela mentions differences in high schools between U.S born youth and immigrants such as how immigrants she interviewed seemed to achieve in school as they feel privileged to achieve secondary education. However, she found that her study provided evidence of student failure due to schools subtracting resources from these youths. Both are plagued by stereotypes of lacking intellectual and linguistic traits along with the fear of losing their culture. As a Mexican American with many family members who immigrated to the U.S to pursue a higher education, I have experience with Valenzuela’s
Immigrants come to America, the revered City upon a Hill, with wide eyes and high hopes, eager to have their every dream and wild reverie fulfilled. Rarely, if ever, is this actually the case. A select few do achieve the stereotypical ‘rags to riches’ transformation – thus perpetuating the myth. The Garcia family from Julia Alvarez’s book How the Garcia Girls Lost Their Accents, fall prey to this fairytale. They start off the tale well enough: the girls are treated like royalty, princesses of their Island home, but remained locked in their tower, also known as the walls of their family compound. The family is forced to flee their Dominican Republic paradise – which they affectionately refer to as simply, the Island – trading it instead for the cold, mean streets of American suburbs. After a brief acclimation period, during which the girls realize how much freedom is now available to them, they enthusiastically try to shed their Island roots and become true “American girls.” They throw themselves into the American lifestyle, but there is one slight snag in their plan: they, as a group, are unable to forget their Island heritage and upbringing, despite how hard they try to do so. The story of the Garcia girls is not a fairytale – not of the Disney variety anyway; it is the story of immigrants who do not make the miraculous transition from rags to riches, but from stifling social conventions to unabridged freedom too quickly, leaving them with nothing but confusion and unresolved questions of identity.
Starting in the 1830s, many immigrants came flooding into the United States of America due to hard times, famines, and economic opportunities. Everyday, thousands of underprivileged citizens would take on the task of being an American. To begin, many immigrants were Irish due to the Irish Famine in the late 1840s (Doc 2). According to Catherine Moran McNamara, “The Irish lived under awful stress. I’ve seen the family thrown out (Doc 2).” Meanwhile during the Irish Famine, many potato crops died, leaving families without a source of food or income(OI). However, the Irish were not the only culture going through tough times. In Greece, the pay was unbearable with only five dollars a day(Doc 3). Also, George Kokkas explains that Greece lacked education for the youth. He stated that “I was concerned for the education of my kids.
The 18th Century was a time where most immigrants were of Irish, British, and German descent. From the 1890’s, through the next couple decade, Italians, and Jews would be the cause a new wave of immigration. Between 1900 and 1915, 3 million immigrants would take the journey, and travel to America. They would come through the famed “Ellis
In the years from 1860 through 1890, the prospect of a better life attracted nearly ten million immigrants who settled in cities around the United States. The growing number of industries produced demands for thousands of new workers and immigrants were seeking more economic opportunities. Most immigrants settled near each other’s own nationality and/or original village when in America.
As mentioned above, women’s role were unjust to the roles and freedoms of the men, so an advanced education for women was a strongly debated subject at the beginning of the nineteenth century (McElligott 1). The thought of a higher chance of education for women was looked down upon, in the early decades of the nineteenth century (The American Pageant 327). It was established that a women’s role took part inside the household. “Training in needlecraft seemed more important than training in algebra” (327). Tending to a family and household chores brought out the opinion that education was not necessary for women (McElligott 1). Men were more physically and mentally intellectual than women so it was their duty to be the educated ones and the ones with the more important roles. Women were not allowed to go any further than grammar school in the early part of the 1800’s (Westward Expansion 1). If they wanted to further their education beyond grammar, it had to be done on their own time because women were said to be weak minded, academically challenged and could n...
As many women took on a domestic role during this era, by the turn of the century women were certainly not strangers to the work force. As the developing American nation altered the lives of its citizens, both men and women found themselves struggling economically and migrated into cities to find work in the emerging industrialized labor movement . Ho...
My object of study is Hispanic women experience inequality in education due to the social constructs of subordination of women and Hispanic culture. Historically women have been conditioned with a patriarchal system, which a woman’s domain should be at home, to be a homemaker. The ideology of inferiority can and will justify the deprivation of natural born rights. During the progressive area and women’s rights movement women wanted to be seen as people, they wanted to have rights to own property, negotiate wages, legal documents, access to birth control, and the right to vote, those women who had the voice to deal with these issues were white upper and middle class women. During this time Hispanic women, amongst other minorities, were fighting battles against racism, segregation, exploitation in the work force, access to a good education, and oppression through Hispanic culture. It is not just a struggle to be Hispanic overcoming the inequalities within the education system but to be a Hispanic women within the education system has greater disadvantages. This case study will investigate what forces contribute to the inequality within the education system for Hispanic women in the United States.
...n the trying time of the Great Migration. Students in particular can study this story and employ its principles to their other courses. Traditional character analysis would prove ineffective with this non-fiction because the people in this book are real; they are our ancestors. Isabel Wilkerson utilized varied scopes and extensive amounts of research to communicate a sense of reality that lifted the characters off the page. While she concentrated on three specifically, each of them served as an example of someone who left the south during different decades and with different inspirations. This unintentional mass migration has drastically changed and significantly improved society, our mindset, and our economics. This profound and influential book reveals history in addition to propelling the reader into a world that was once very different than the one we know today.
Immigration has always been a major part of America. In fact, without immigration the creation of America would not have been possible. The majority of immigrants came to America for religious freedom and economic opportunities. However, for the most part before the 1870’s most immigrants were Protestants from northern and western Europe. These immigrants often migrated to the United States as families and usually lived on farms with family or friends who had already migrated beforehand. A lot of immigrants came to America with a plan or goal in mind. They often had saved up money for the long immigration overseas, were skilled in a certain trade, or had already been educated at a high level. Sadly, this would not last. Immigration became so prominent in America between 1870 and 1900 that the foreign-born population of the United States had almost doubled. A lot of German and Irish Catholics had immigrated in the 1840’s and 1850’s, and more decided to immigrate after the Civil War. A portion of Americans were biased against Catholics. Thankfully, the Irish spoke English and the German Catholics reputation was improved because of their Protestant countrymen’s good reputation. However, their children often lacked any skill or education, but they were able to blend in quite well with the American society. More and more immigrants would migrate to the United States without any skill or education and on top of that they were usually poor. These immigrants were called “new” immigrants and they came from all over the world including Italy, Greece, Poland, Hungary, and Russia. However, you cannot blame immigrants for migrating to America. Many immigrants faced religious persecution in their home countries which pushed them away, otherwi...
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
Immigration to America began when Christopher Columbus discovered the new land now called the American continent. Immigration increased in the 17th century when people came from Europe, Africa, and Asia to the new land. There were many colonies, such as the British and Dutch. When people came they go to their people and find jobs as farmers. The first immigrants were in the east coast around 1607 to 1775 after the number of immigrants increased. In 1790 - 1850 there were few immigrants who came to America, but in 1850 to 1930 the number of immigrations increased (Dolan 4).
"Immigrants and the American Dream." Society 33.n1 (Nov-Dec 1995):3(3). Expanded Academic ASAP. Thomson Gale University. 26 Sep. 2006.
According to the author, there is so much potential in the women of the era to obtain a higher and independent education. Although most women aren’t provided with such privileges, they need to display their significant
The right for women to be educated has been long sought after. The history of women education started the beginning of feminism. Education, over the last two hundred years, has changed women lives in America according to Barbara M. Solomon. In the early years of American history women were discouraged from getting a higher education it would be considered unnatural for women to be educated, and women were only taught domestic skills such as sewing, cooking and child-rearing. American women began to seek opportunities for further education, as well as equal rights. The history of women’s education has evolved through events that have shaped the culture of America today. To better understand the women’s education movement, it is important to know the background of its history.