Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Cultural diversity in schools
Positive and negative effects of cultural diversity
Positive and negative effects of cultural diversity
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Cultural diversity in schools
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.
Before examining the educational issues surrounding Hispanics, an understanding is necessary of the population numbers that the United States and public school systems are seeing. According to Census 2000, the Hispanic population of t...
... middle of paper ...
...portunities in the United States to flourish and prosper. As the African-American population has discovered, being a minority has made their culture stronger. As the new, largest minority, Hispanics not only have to overcome the cultural barriers, but also those of language; something the current African-American culture has not faced. Even the business world has identified the Hispanic culture as being a very profitable market in the future. With cartoons on television designed to specifically appeal to Hispanics such as Dora the Explorer and The Proud Family, it is obvious that the future of the Hispanic culture lies in the youth. Once the Hispanic population identifies that its future lies in its youth and places leaders in positions of honor and respect among other cultures, then the Hispanics culture will receive the recognition it so rightfully deserves.
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
Alvarez demonstrates generational boundary when discussing,“The quince tradition has always been important, but there’s this retroculturation going on right now” (56). Alvarez illustrates that retroculturation is a pattern within the Hispanic community where loss of culture is present for a generation. Alvarez explains how the first generation wants to assimilate in America with their culture, while the second generation has adapted to American norms so they have lost their culture and no longer speak spanish; however, the third generation is born and bred in America and now wants to learn about their hispanic culture by learning Spanish. Teens shop at popular American malls but listen to Spanish radios to embrace diversity (56). Similarly, Munoz is confronted with the issue of generational boundaries when he admits, “I was born in 1972, a generation that learned both English and Spanish” (308). The generation before Munoz grew up speaking only Spanish which causes a barrier between one families generation to the next. Munoz speaks Spanish at home and English in public along with his other cousins who serve as translators for their household. While the second generation before Munoz have no way of following Spanish because they have already adapted to American norms and in some ways lost an important cultural aspect (308). Alvarez and Savan are interconnected because each
This book was published in 1981 with an immense elaboration of media hype. This is a story of a young Mexican American who felt disgusted of being pointed out as a minority and was unhappy with affirmative action programs although he had gained advantages from them. He acknowledged the gap that was created between him and his parents as the penalty immigrants ought to pay to develop and grow into American culture. And he confessed that he got bewildered to see other Hispanic teachers and students determined to preserve their ethnicity and traditions by asking for such issues to be dealt with as departments of Chicano studies and minority literature classes. A lot of critics criticized him as a defector of his heritage, but there are a few who believed him to be a sober vote in opposition to the political intemperance of the 1960s and 1970s.
“Honoring our heritage. Building our culture.” What can you picture in your head while reading this? Do feel honored? Maybe special? Probably phenomenal? Well, this year's Hispanic Heritage month’s theme has brought to us a meaningful, and inspiring perspective on how Latinos are becoming more honored. Not only honored by their country, and other Spanish countries, but also being honored by the United States. Hispanics have impacted our nation through their solid responsibility to family, confidence, and diligent work. They have put in the effort and time to represent their Latino/a background. They have improved and formed our national character by looking back at what their ancestors would do. These hispanics deserve the right to be honored
1. According to Pizarro, “Chicanas and Chicanos face the highest dropout rates of any major ethnic group in the United States- as many as half of a given cohort of Chicana and Chicano students does not complete high school- and their relative educational outcomes have been stable or have worsened over time.” (Pizarro, 1).
It is in the solving of social problems in which Hispanics can be of tremendous service to the country. One of the greatest attributes of hispanics is the willingness to mix, and by doing so, have created cultural forms, new human relationships, and life styles. Because this, Hispanics can help look for solutions to barriers, prejudices, and stereotypes that have divided us as a
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
Imagine seeing 10,000 of your classmates walking out of your school because they wanted a better education - a better way of life. In the 1960s’ Chicano students were being “pushed out”(Esparza) of school or being pushed towards vocational programs. East L.A was home to schools were “one out of every four Chicano’s completed high school”(Esparza). Instructors and the school board alike did not have an interest in helping Chicanos finish school to become someone other than a laborer and was expected of them to keep being a laborer. In “Taking Back the Schools”, Sal Castro a high school counselor claims, “I think the bottom line is the lack of concern of the teachers towards the kids and whether the kids were really getting an education or not...the reality set in that the teachers weren’t really concern for the kids.”(Esparza).
How are Hispanics getting help with English and what obstacles or barriers are they facing? That is an extremely good question. Everyday, more and more Hispanics are making a move to the United States in hopes of a better life. The only problem is that many of them can not speak any English at all. Since the United States is basically an English speaking nation, it is important that Hispanics learn English to be able to adjust to life within the United States. But, that is easier said than done because it is not easy to get Hispanics the help that they need in learning English. There have to be people who are willing to tutor and fund programs. Of course, there are always obstacles or barriers that stands in the way of progress.
...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.
The Civil Rights era fostered a rejuvenation of the movement toward bilingual education. Amid with the desire of the nation to eliminate discrimination, the Bilingual Education Act of 1968 came into being. Certainly this act was at least in part the result of a growing num...
Hispanics will represent more than one-quarter of school-age children in the United States by 2025. These children are more likely than others to be educationally and economically disadvantaged. Presently, 36 percent of Hispanic students live in families whose income is below the poverty line. As a result, Hispanic students are concentrated in high-poverty, largely racially isolated schools, and they often have limited access to the resources needed for academic success, such as highly qualified teachers, small classes, 21st century technology, and modern school buildings.
Clutter, Ann W., and Ruben D. Nieto. "Understanding the Hispanic Culture." Osu.edu. Ohio State University. Web. 20 Nov. 2011. .
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 ...
Kanellos, Nicolás, Felix M- Padilla, and Claudio Esteva Fabregat, eds. Handbook of Hispanic Cultures in the United States: Sociology. Houston: Arte Publico Press, 1994. Print.