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Narrative essay on immigrants
Narrative essay on immigrants
Narrative of immigrant experience
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My high school days all merge into one large blur, except for one. This happened to be a Thursday afternoon after we had dropped off the carpool and my father told me that my grandmother had been diagnosed with stomach cancer. There was a sense of despair and disbelief in the air, as we both held the notion that stomach cancer was more or less the equivalent of a death sentence. My father seemed to be especially upset as he kept repeating the fact that she had relinquished her green card a few years earlier. This meant that she would have to perform surgeries and treatment in her native country of Brazil, instead of the United States. In the end, she had her entire stomach removed and her mental health deteriorated immensely as a result. …show more content…
I am a Brazilian-American whose mother came to the United States at the age of 22 from her homeland in Rio de Janeiro, Brazil, to pursue greater opportunities. Ever since childhood, she has been determined that I be fluent in Portuguese in order to communicate with my relatives in Brazil, and thus be able to maintain a strong connection to my Brazilian cultural heritage. As a result, I have always felt a strong connection and desire to reach out to other immigrants. This past summer I volunteered at an ESOL Program at my university for 8th graders from low-SES schools. They were predominantly of Hispanic backgrounds and I had the opportunity to speak on a panel and take them on tours of the campus. As I talked to these 8th graders, I discovered that many of them viewed college as the pinnacle of the American Dream, especially since most would be first-generation college students. I gained a greater appreciation for immigration through the law system in the United States when I interned with an immigration law firm. I was intrigued by the facts and legal issues raised by clients, as well as the clients’ personal motivations for obtaining employment visas, attaining permanent resident alien status (“green card”), or
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
Part Three of the book “Just Like Us” written by Helen Thorpe is comprised of illegal undocumented individuals residing in Denver Colorado. The individuals consist of a group of four Mexican young adults all with the dream of one day attending college and finally obtaining a legal status within the United States. In this portion of the readings, Yadira, Marisela, Clara, and Elissa are entering their senior year at their University and have defined the odds of successfully completing college while maintaining an illegal status. Helen Thorpe clearly demonstrates a passion in tracking individuals that are determined to become legal citizens within society; however, lack the proper advocacy and documentation to do so. Part Three of the book envelops
Immigration has existed around the world for centuries, decades, and included hundreds of cultures. Tired of poverty, a lack of opportunities, unequal treatment, political corruption, and lacking any choice, many decided to emigrate from their country of birth to seek new opportunities and a new and better life in another country, to settle a future for their families, to work hard and earn a place in life. As the nation of the opportunities, land of the dreams, and because of its foundation of a better, more equal world for all, the United States of America has been a point of hope for many of those people. A lot of nationals around the world have ended their research for a place to call home in the United States of America. By analyzing primary sources and the secondary sources to back up the information, one could find out about what Chinese, Italians, Swedish, and Vietnamese immigrants have experienced in the United States in different time periods from 1865 to 1990.
Weaver, R. D. (2009). A New Era for Legal Immigrants?: Rethinking Title IV of The Personal Responsibility and Work Opportunity Reconciliation Act. Journal of Policy Practice , 54-68.
Growing up as a Latina in a small conservative town was not always an easy thing. I often faced presumptions that I would not graduate high school or amount to much in life because of my background. I knew that I would have to work twice as hard to accomplish my goals and prove to myself and my peers that the stereotypes made of Latinos and our success were nothing more than thoughts by people ignorant to our abilities and strengths. I was always determined to achieve my goals, even when others doubted or implied that I couldn’t.
The current trend in lack of Latina/o students attending college combines a lack of college readiness with a deficiency in resources to prepare this student population. More and more higher education scholars are accepting these deficiencies as roadblocks to college access, and are looking to preparation programs and parent educational resources as a subject worthy of consideration. There are many different challenges being faced by this population, a population that is according to Oliva and Nora, “the fastest growing minority population in the country”(Oliva & Nora, 2004). Research shows that “less than 43% of Hispanic high school students are qualified to enroll in 4 year institutions”(Saunders & Serna, 2004). With the rapid growth in population, this minority group needs advocacy for equal opportunities in higher learning now more than ever.
Salinas, C. (2004). "Creating Successful Academic Programs for Chicana/o High School Migrant Students: The Role of Advocate Educators." The High School Journal 87(4): 54-65.
B. (2010). Immigration and Nationality Law Cases and Materials (4th ed.). Durham, NC: Carolina Academic Press.
The theme of education and undocumented students has been a key issue for many decades. Undocumented students are often deprived from higher education because of their migratory status. They not only have to face discrimination and fear of deportation, but also after high school, they have to face the crude reality that their dreams of success and educational achievement are far from becoming a reality due to their lack of opportunities. Many personal stories shared in William Perez and Douglas Richard’s book “Undocumented Latino College Students: Their Socioemotional and Academic Experiences.” Relate to their fears, difficult conditions, emotional challenges, limitations, and other circumstances that multiple undocumented students live daily
Immigration practices, both historical and current, has had various types of impacts on immigration policies and processes, as well as on people who have immigrated. According to Nilsson, Schale and Khamphakdy-Brown (2011) the various issues that face immigrant populations is pre and post immigration trauma, the acculturation process, poverty and low education and training levels. Immigration also impacts family relationships and possible language barriers. Immigration policies have always been exclusionary and biased against various cultural groups (Sue & Sue, 2013). For example, historically, European immigrants were granted citizenship more
There are over 11 million undocumented individuals living within the United States today (Passel, 2011). Along with experiencing the same stresses and risk factors the other Latino immigrants face, undocumented students face a unique set of challenges when looking to attain post-secondary schooling (Perez 2010). Undocumented students are not eligible for federal financial aid and many private scholarships, formal employment, are unable to obtain driver’s licenses, and often live in fear of being deported at any time. However, research shows that undocumented students have been able to overcome the odds against them through community and family resources and the support of educators working with and for them on matters of importance, such as tuition equity policies for state institutions. On June 15, 2012, President Obama authorized the Deferred Action for Childhood Arrivals executive order, which deferred the removal process for The social, psychological, and educational experiences of undocumented students have a number of effects on their success throughout their lives.
Over the past century, one of the largest ethnic groups that have immigrated to America have been Mexicans. One of the most popular cities with Mexican immigrants is, of course, Chicago. There are many diverse Mexican communities throughout the city and surrounding suburbs, more so than any other minority group. Due to the large Mexican population, it is no wonder why they chose, and still continue to choose, Chicago despite its distant location from Mexico.
When one thinks about Hispanics, all too often the image of a field full of migrant workers picking fruit or vegetables in the hot sun comes to mind. This has become the stereotypical picture of a people whose determination and character are as strong or stronger than that of the Polish, Jewish, Greek, or Italian who arrived in the United States in the early 1900's. Then, the center of the new beginning for each immigrant family was an education. An education was the "ladder by which the children of immigrants climbed out of poverty into the mainstream." (Calderon & Slavin, 2001, p. iv) That ideal has not changed, as the Hispanic population has grown in the United States to large numbers very quickly and with little fanfare. Now, the population of Hispanics in the United States has reached numbers that are finally drawing that attention of schools, state offices, the federal government, and the marketplace. As the new, largest minority, as well as the largest bilingual group, in the United States, Hispanics are finally being recognized as a group of people with the potential to greatly impact economic, social, and education reform. In this paper, several issues will be examined that relate to education: language barriers, poverty, cultural representation, and problem schools. Through an understanding of the Hispanic culture and the motivation behind the Hispanic population, the American education system will be able to overcome the natural hindrances of a diverse society.
Overtime, the ELL population of students has been overlooked and have not been given the amount of help they have needed to be able to become successful in the United States. Literacy is not the only thing ELLs have to deal with, but also assimilating to the American culture and just trying to survive economically. According to the NEA (2008), “two-thirds come from low-income families and three out of four ELLs are Spanish-speaking” (para. 3). Many immigrant families come to America to have a better life, but many end up struggling even more because of the lack of financial support and their language barrier. By sending their children to American schools and having them in English Learning programs, parents hope their children will have a better
Haines, David W and Rosenblum, Karen E.: Illegal Immigration in America: A Reference Handbook. Westport, Conn: Greenwood Press. 1999. EBook. , Database: eBook Collection (EBSCOhost).