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The effect of poverty on education
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There are many issues facing the education system. Some of the greatest challenges facing education and educators today are funding, lack of parental involvement, poverty, lack of resources, uncontrollable home situations, standardized testing, and even policymakers. The shocking and scary part is that these are literally just a few of the issues. Nonetheless, how often do we consider the issues that bicultural and bilingual students encounter every day as they strive towards the “American Dream”?
In this paper, I will provide a critical summary of the book Of Borders and Dreams: A Mexican-American Experience of Urban Education by Chris Liska Carger. I will highlight the main ideas and the evidence and stories used to support the central theme
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Carger explains that incompetency of teachers attempting to educate students who are limited-English proficient. “The problem… is educational systems which have not adapted successfully to such diversity, which have not looked into the face of such a child and seen beauty and potential, but function instead in a deficit finding mode” (Carger, 7). Carger reveals how society was reluctant in accepting and adapting the culture of Mexican immigrants, which left many to suffer. The suffering is not only seen in Alejandro’s academic challenges, but also in the obstacles of his family’s everyday life. “The Juarez family, which reflects the bronzed race that is Aztlan (decedents of Aztecs), had experienced persistent and abiding prejudice from employers, educators, and community members in general” (Carger, 11).
Of Borders and Dreams as a whole is a critique of the assimilation theory. Mexican immigrants have not been able to “incorporate in American life” as suggested in Omi and Winant. Carger recalls the difficulty Alma faced when she was outside Spanish speaking neighborhoods, racial profiling of Alejandro, inability to find well-paying jobs, and the inaccessibility to the Spanish language, all a resulting from a lack of
In Richard Rodriguez’s “Proofs,” Mexican immigrant’s destination is described, as well as their perceptions and expectations of America. Rodriguez describes the passage to the United States as difficult, yet worthy. He states: “The city will win. The city will give the children all the village could not- VCR’s, hairstyles, drum beat. The city sings mean songs, dirty songs. But the city will sing the children a great Protestant hymn.You can be anything you want to be.” He also states: “Mexico is poor. But mama says there
...roughout his autobiography, Rodriguez illustrates the problematic conditions revolving around bilingual education programs and affirmative action, pointing out that both policies tend to negate their intentions. Rodriguez scathingly criticizes both programs correctly identifying the first as an obstacle to what he sees as the keys to success in America--a solid education and learning to speak and write English well--and the second as promoting socially crippling labels--"disadvantaged minority." Through countless arguments that a bilingual program hinders English and non-English students' education and that affirmative action accommodates only "privileged" minority students rather than the students most in need, Rodriguez's life story, Hunger of Memory, serves as a political publication meant to raise concern for the function of government in the education system.
We live in a country that was established by the European immigrants in the 18th century. In that time period they were not seen as immigrants but as pioneers who established the United States. Now in the present, the word immigrant has a negative connotation and are not welcomed in the United States. In the book, The Short Sweet Dream of Eduardo Gutierrez, by Jimmy Breslin, we follow a young Mexican immigrant on his journey to the United States and see what he had to face with American society and labor. We travel with him from a small village named San Matίas in Mexico until his death in Williamsburg, New York. Not only did he suffer a brutal death, falling into cement, but also had to face discrimination in his neighborhood, by other Hispanic communities, and injustices at work. Immigrants do not only face exploitation in New York, but it has also been demonstrated that in the Midwest, Mexican immigrants face similar discrimination and labor abuse in the meat packing industry.
As El Paso is transforming, and becoming an industrialized city –there is a surge in labor need, as mining is booming. Many Mexicans start arriving in El Paso in search for a better life, one that would allow them to earn sufficient money, to care for their families, and live a higher standard life than the one they escaped in México. However, as García mentions in the chapter: Class, Race, and Labor, Mexicans would come only to find racism, poverty, and inequality in the work place, as well as, in the city that had promised so much. García does a great job highlighting the issues, which were part of the life of Mexican immigrants in El Paso at the turn of the century, through the early 1900’s.
As Anzaldua expresses the cultural and societal barriers of linguistic oppression, Norma E. Cantu references the essay to elaborate on the consequences of such barriers. Cantu splits her essay, “Doing Work That Matters: The Impact Of Gloria Anzaldúa’s Borderlands/La Frontera: The New Mestiza,” into three parts, each of which represent the redefining aspects of Anzaldua’s writing in regards to Chicano/a identity. Cantu depicts the way in which Anzaldua’s writing so distinctively represents the issue at hand. “In Borderlands/La Frontera she lays out the tenets of border theory, but it is not just an analysis and exploration of the geopolitical border where she grew up but the borders at multiple levels, class, gender and sexuality, ethnicity, nationality and even the borders we inhabit within our own contradictions.” In expressing the border beyond its true meaning Anzaldua allows for her writing to employ a deeper meaning. Cantu argues for the dynamic and radical changes that Anzaldua’s writing portrays and paradigm shift it serves to the prevalent problem among
The American dream, as some may call it, is a cherished idea by those who may lack opportunities. For those in Mexico, it is something that is sure to have crossed their minds sometime in their life. The United States, to foreigners, has been looked at as a sign of opportunity and freedom from oppressive governments or unfortunate living conditions. The Other Side of Immigration takes a look at the Mexican nation and provides thought-provoking interview segments about the people still living in the nation who experience and observe the effects of immigration to the United States.
As kids were are told of fantasy objects such as fairy god parents and unicorns. Migrating Mexicans and Puerto Rican families do the same with a twist. They tell their children that America is a place where wealth is handed to you on arrival .Then once on American soil every opportunity is handed from shoulder to shoulder. These dreams are empty and passed from generations to generations. In Pedro Pietri essay he says, "these empty dreams, these empty dreams, from the make believe bedrooms their parents left them"(Puerto Rican obituary, pg360) I connected this to Puro Border essay. The Puro Border essay explains the separation of borders as a living neighborhood. The Mexicans live in the poor house while the Americans are living in a rich house. As the Mexicans look over to the rich house, they examine the rooms. Inside the rooms stand the rich man, his kids and servants. Mexicans see the activities, such as eating, drinking, climbing mountains, racing cars, and traveling around the world. However, they clearly don't see the process in achieving these goals. They are blinded on the perception of their parents, on the fact ...
Alarcón, W., Cruz, C., Jackson, L., Prieto, L., & Rodriguez-Arroyo, S. (2011). Compartiendo Nuestras Historias : Five Testimonios of Schooling and Survival. Journal Of Latinos & Education, 10(4), 369-381. doi:10.1080/15348431.2011.605690
In the film “Bordertown”, the protagonist, Johnny Ramirez ultimately finds solace, happiness and satisfaction in the aftermath of his own failure. If one were to believe the notion that we are all at a fixed station in both life and society, then the Mexican protagonist’s ambitions and their disastrous outcomes would only serve to bolster this opinion. This is, however, what the film “Bordertown” attempts to convey to its audience. As Johnny Ramirez ambitiously sets out, attempting to acquire material success, in the world outside of his neighborhood, he finds only offers of wickedness and corruption. His final retreat back into his barrio is where he finds goodness and love. This film, then, suggests that not only should Ramirez not have bothered in his undertaking, but that any venture outside of one’s own “station” or “place” would put that person out of his or her natural element. The results of this can be dangerous or disastrous. The film’s message is clear: Stay where you belong.
The Hispanic American immigrant experience is one that is both unique in its own right and profoundly American. Although they all may be labeled within the same group, each of these individuals has a story that clearly demonstrates this. Cristina Henriquez is able to capture many of these feelings and experiences that are faced by Hispanic American immigrants quite successfully in her novel The Book of Unknown Americans. The novel covers the story of the Rivera family in the beginnings of their new life in America. They come to this country seeking better schooling for their mentally handicapped daughter. Assimilating into American culture does not come easy, and the Riveras face many hardships
When we asked these teachers whether they supported or were against the bilingual education system, they each shouted their answer as if it were instinctive. Although they had different reasons why, each and every one of the teachers said they supported the system without a doubt. We were given a multitude of reasons why bilingual education is advantageous. Ms. Velez stated that she supports bilingual education because, first and foremost, she is a product of it, and second because she believes the program allows the children to earn credit and learn the language at the same time. She said that if the non-English speaking child were immersed in the English mainstream classes they will fail, and as a result the already high drop out rate of Latinos would increase. Ms. Harrison felt that the bilingual education program would be even stronger and more effective if it served more of the ethnic groups in Hartford. The Vietnamese, Lao, and Albanian students are often put in transitional classes because there are not enough in that particular ethnic group to create a bilingual class that will help them to learn English, while maintaining their primary language. Presently, the state requires twenty students who need assistance in the same language to hire a teacher to create a class for them. She also stated that the students in bilingual education classes have just as many difficulties in academics as do the students in mainstream education, and that the bilingual education program is often used as a scapegoat for those students not achieving.
Learning multiple languages opens doors for people not only in their local communities, but on a global scale. It has also been proven to advance cognition by improving conflict management, executive controls, and sound recognition. Students who are bilingual have two active languages in their minds and create flexible minds by constantly processing and translating in both languages. These mental activities are displayed to be beneficial through impressive academics. For these reasons, bilingual education in the United States is critical. Language is the single most important asset in human civilization. Prior to it, cave men communicated through grunts and images. Not only does language tie people together, but it also has an impact on one’s mentality and personal
Both La Ciudad (1998) and El Norte (1983) show the lives of immigrants in the United States and how they face poverty and destitution. While La Ciudad shows the perspective of various different immigrants already in the United States through vignettes, El Norte follows a brother and sister on their journey to the United States and shows what their life is like once they arrive. Both films, however, have common themes of poverty and destitution for immigrants. For instance, both films show the disappointing reality they face once they actually make it o the US. In addition, both films explore how immigrants are pressured to only looking out for themselves and how they stand up to that pressure.
From my experience, bilingual education was a disadvantage during my childhood. At the age of twelve, I was introduced into a bilingual classroom for the first time. The crowded classroom was a combination of seventh and eighth grade Spanish-speaking students, who ranged from the ages of twelve to fifteen. The idea of bilingual education was to help students who weren’t fluent in the English language. The main focus of bilingual education was to teach English and, at the same time, teach a very basic knowledge of the core curriculum subjects: Mathematics, Social Sciences, and Natural Sciences. Unfortunately, bilingual education had academic, psychological, and social disadvantages for me.
Bilingual education have been a serious issue for immigrant student. Beginners in education who move to the United States, have an issue with communication, in how to understand English, and losing their identity. For immigrants students, not knowing a second language affect seriously their life in the United States. In his article “An Education in Language,” Richard Rodriguez presents how the English language became a barrier that changed him and his family. Rodriguez explains how hard the challenge of understanding English was for him during his early years of school. Besides, Rodriguez illustrates that his parents’ lives were affected by lacking education and their opinion about it. In addition, he moved over to pursue higher education.