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Reserch paper on migration and education
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Introduction
In this paper we discuss why it is that teen Latino immigrants have the highest high school dropout rates. From a sociological perspective, I think it’s important to know why this particular group have the lowest educational attainment to better comprehend the challenges as well as the consequences for both the wellbeing of immigrant teens and their socioeconomic status in this country. This paper focuses on Latino immigrant teens as they represent the majority of immigrant youth in America and as a way to illustrate risk and circumstances that are potentially shared by other immigrant groups; Immigrant teens can face unique challenges related to cultural and social adaptation, language proficiency and poverty. Failure to address
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Based on census statistics LEP teens are twice as likely as their English-speaking counterparts to drop out of school.
The education system faces a great challenge in serving immigrant youth when it comes to incorporating them in the classroom. The language acquisition is easier for younger children and increases with the time spent in the United States but these newly arriving immigrant teens have a very limited time not only to learn English, but to study the required material for standardize testing, and catch up to their native English speaking peers before graduation. Thus, performing under this enormous amount of pressure can leave students feeling overwhelm and with a higher chance of subsequently drop out.
Lack of family
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(U.S. Census Bureau, 2010). Amongst the most prevalent dropout risk factors are language barrier, lack of support and stereotyping. Immigrant teens are often racially and ethnically segregated but also linguistically isolated. School environment have been demonstrated to affect school behavior and academic outcomes. Social support is an essential component in smoothing school engagement and improving the likelihood of school completion among ethnic and racial minorities’ youth. Social support provided predominately by families and educators, is in fact associated with positive school outcomes and it has also shown to be effective in stimulating positive personal and academic growth for students at-risk of
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
The Latino Generation: Voices of the New America is a book written by Mario T. Garcia. This book tells the individual life stories of individual Latino Americans all attending the same class at University of California, Santa Barbra. The book discloses stories and events told by 13 students each who narrate from first person and give us a brief description of their life. The book is composed of 13 sections with an additional introduction and conclusion (Garcia, Kindle). Within this reflection I will describe the key points within this book and compare the stories within this book not only to each other, but also to additional stories of Latino Americans and how Garcia’s book rids the general public of misconception of Latinos.
In Lives in Limbo, Roberto G. Gonzales dissects the disastrous effects of US immigration policy on young Latina/os struggling in the often untouched, unnoticed, uncared for, American underbelly. Through a striking ethnography, Gonzalez examines 150 illuminating case-studies of young undocumented Latina/os, shedding light on their shared experience in the struggle for legitimacy in the United States - their lives, effectively, in limbo. He develops two major groups with which to classify the struggling youth: the college-goers, like Cesar, who received strong marks in high school and was able to land himself a spot within the UC system, and the early-exiters, like Silvia, who was unable to attend college, resigned to a paranoid life plagued
The findings and recommendations point to the conclusion that social and structural support for immigrant students should be embedded in curricula where appropriate and systematically included in school and university processes starting before the school experience, continuing through the university and extending up to higher level of education from it.
Monzó and Rueda (2009) conducted a study examining the concept of passing for English proficient in Latino immigrant children. They studied a group of Latino English language learners (ELLs) in and outside of school. They not only observed these students but also interviewed them as well. Within these interviews students opened up about their feelings about their first language, English, and their place in American society. Monzó and Rueda (2009) then found within their data the most common forms of passing for English proficient that these students used.
Recently immigrated parents often learn English from their children. Over 70% of Hispanic Americans in California are English Language Learners (ELL) and are given the resour...
Eleanor Roosevelt said, “the future belongs to those who believe in the beauty of their dreams.” That statement holds strong for immigrants in America. Equal access to opportunities allows immigrants to achieve the American dream. Their success correlates with America’s success because of the contributions immigrants provide to America. Unfortunately, the current immigration policy in America denies many immigrants the American dream. It is crucial to understand the historical context of immigration in America. Initially, most immigrants were from Europe and were not restricted by any immigration laws. Now, most immigrants come from Latin America but are restricted to severe immigration laws. The Latino/a community is one of the most severely affected groups because the current immigration system disproportionally affects Latino/as. Recognizing how the experience of Latino/a immigrants have been both similar and different in the past from other immigrant groups and dispelling common misconceptions about Latino/as today bring an awareness how Latino/as are affected.
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
The United States educational system faces a major challenge in addressing the disenfranchisement of youth due to poverty and racism in the schools. The U.S. Census Bureau, 2006 found that “currently about one-quarter of Blacks, Hispanics, and Native Americans are living in poverty in the U.S. compared to less than 10% of Asian Americans or Whites.” (Hughes et al. 2010, p. 2) Hughes, Newkirk & Stenhjem (2010) identified the stressors children living in poverty faced caused young adolescents to suffer mental and physical health issues which resulted in anxiety, hypertension, fear and depression. Lack of health care, neighborhood crime levels, joblessness, prejudice, and inadequate housing are among the many reasons multi-cultural youth from high poverty backgrounds become disenfranchised from the American school system. Race, racism, and poverty combine to create a triple jeopardy which severely impacts the fulfillment of the need of young adolescents to experience a sense of belonging and cultural competence. Lack of supportive environments both in school, society, work, and family life often prevent students from developing the cultural competence minority students must develop in order to become fully successful. For the purposes of this essay key issues were identified regarding the disenfranchisement of Native American youth, such as systemic prejudice and cultural bias within the school system which resulted in loss of connectedness of Navajo youth to school, teachers, and family. Galliher, Jones, & Dahl (2010) identified cultural connectedness as being the key component necessary in order to reengage the Native American student within the educational environment.
With so many Latin American people immigrating to the United States, Mexican and other Latin American cultures have undoubtingly had a profound effect on American culture as a whole. From common foods such as Taco Bell’s found in nearly every U.S. city to some of America’s most popular celebrities including Jennifer Lopez, Enrique Iglesias, George Lopez, and Selena Gomez, Latin American culture has had an immense impact and continues to play a huge role in American culture. Education is also evolving to fit the large numbers of Latin American- large numbers of which are coming from Mexico- immigrants that are coming to the United States. According to Valdeón (2012) Most public schools offer, some even requiring, students to take a Spanish class (Valdeón, 2012, p.314, para 4). In many schools, children begin learning the Spanish language and parts of the Hispanic culture in as early as first grade classes. This prepares children for the Spanish classes that they will most likely take in middle school and high school that will prepare them for the increasing demand for the need to know both English and Spanish in today’s
Even though U.S. government offers everyone an equal opportunity to be educated, parents need to work to support their families that they do not have time to go to school. Parents would like to send their children to school because they understand how important education is. Based on the differences of language, culture, and educational system, immigrant parents have hard time to get connection with schools. They do not what they need to do to be involve in school since they do not understand the language. Some immigrant parents speak a little English, but they are not confident enough to express themselves. Parents want to know how their children do at school and help with their study. Teachers also want to help children to achieve their goals. Lareau said that teachers want parents to be involved in their children’s education, to “sign homework, help with projects” and “be positive” (Lareau, 2003). This means school-home connection is important. Parents might not be able to help children with all the homework, but mathematic that parents can check their math homework and sign. Having parents to help with the project is a way for them to involve in children’s study. Parents might not understand what the project is, but they can have their children to explain, and then give children some suggestions. In order to help parents to know more about the school
This is an outcome evaluation that is researchable once the program objectives are established. The Road to Aspires program objectives are to increase the level of empowerment for students and their families who are trying to assimilate in both the school, city, and Nation. There will be multiple indicators used to measure these program objectives. Hispanic children are the fastest growing segment of U.S. population (Takanishi, 2004). Hispanic immigrant children suffer from high drop-out rates from school; involvement in high risk, maladaptive behaviors; and perpetuation of multi-generational poverty (Kohler & Lazarin, 2007;Takanishi, 2004). Facilitating immigrant students’ processing of their lives’ journeys, the poverty, and violence they have endured and assisting them to acculturate to the multi-cultural (Anglo dominated) society, engage and feel connected to their new schools and become active, legally documented residents/citizens of their communities. More than 65% of Aspires participants will graduate from their respective middle, junior and high
A relatively large body of scholarship in Canada explores the various dimensions of immigrant and refugee youth experiences of schooling, recognizing that schools play a central role in the integration of immigrant children and youth (Brewers & McCabe, 2014; Devine, 2011; Hall, 2002, pp. 87-88; LaVasseur, 2008) and that education represents a key factor in their overall well-being (Devine, 2011; Rossiter, Hatami, Ripley, & Rossiter, 2015, p. 749). Studies explore immigrant and refugee youth’s educational aspirations and attitudes toward schooling, as well as the patterns and the complex factors influencing their educational outcomes (Garnett, Adamuti-Trache, & Ungerleider, 2008; Krahn & Taylor, 2005; Smith, Schnider, & Ruck, 2005; Sweet, Anisef, & Walters, 2010; Wilkinson, Yan, Tsang, Sin, Lauer, 2012; Wilkinson, 2002). Many of these studies are quantitative in
Teachers teach many impoverished students, but think as if it is not their job to meet the needs of the child, leaving no improvement (Lynch). Teachers that teach in schools with high student mobility, spend time more on repeating the lessons for new students rather than taking time to learn each student’s strengths and weaknesses (Rothstein). A minority’s, that grow up in poor neighborhoods, chances of graduating from high school is reduced. Researchers have found that minorities have a 76 percent of graduating rather than non-minorities, who have a 87 percent (Berman). Studies show that society is populated by groups of citizens, especially ethnic minorities, are not fared in the nation (Trapp). Minorities, who have English as their second language, are especially not fared into the nation. Ethnic minorities being an immigrant is a poverty factor to education because they come from another county and are being forced to learn the English language by being placed in English classrooms struggling to understand the English on their own (Trapp). A disadvantage is a little amount of parents cannot get access to materials because they do not have work or have family
Specifically, they suggest adjusting the manner of instruction to better accommodate different cultures and English language levels and encouraging group interaction within the classroom. They also mention the need for school staff to be sensitive to the needs of immigrant students in particular, as they are often living in two very different worlds. Perhaps their most empowering suggestion, and one through which school counselors could have a profound impact, is helping families of the nondominant culture gain social capital in order to maneuver the education