Immigration has been a part of American history ever since the United States was founded. American schools were built on the foundation of European traditions that have come to be problematic due to the increased number of immigrants from different regions of the world. There have been recent arguments over the quality of education migrants, legal and illegal, are receiving in secondary education. There are various differences amongst legal and illegal immigrants’ education in the United States that are controlled by environmental situations that alter achievement in the classroom. In this decade, what are school administrators doing in secondary education to prepare immigrants students to go to college, when these students are sometimes placed in environments that hold them back from receiving post-secondary education? The idea of upward mobility plays a crucial role in migrants’ lives. Not only does a new life in America deal with the educational aspect, but newcomers must also face social issues. Depending on where one may come from, immigrant families must deal with how the “U.S government, American population, and the local labor force” look at them (Hao, Pong, 2008, pg. 63). The region of where people originate, can critically affect their social abilities once they come to America. Some U.S. institutions and individuals may have some kind of hostility towards a country from where immigrants come from. The outcome of hostility can lead to numerous consequences: unemployment, peer rejection at school or work and rejection of financial help from the government. These repudiations from American society have led to “immigrants’ children [becoming] vulnerable to downward assimilation through the influence of inner-... ... middle of paper ... ... how well a student has been or done in school, they are denied the chances of a scholarship once they get into college. Illegal immigrant families, especially their children struggle to gain American citizenship and education. Immigrants, regardless of immigration status, have a rough life once they come to America. They face language barriers, employment problems and the lack of educational resources. Migrants with proper documentation have the access to the college education that many without the legal documentation do not have. As time progresses, I hope that these laws will change. Anyone that comes to America on good terms should have the opportunities that every other American has. Educators must be understanding of immigrant students’ situations and must be willing to encourage them so that they can apply and succeed in post-secondary education.
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
America is a land filled with immigrants coming from different corners of the worlds, all in hopes of finding a better life in the country. However, No one had an easy transition from his or her home country to this foreign land. Not every race thrived the same way—some were luckier than others, while some have faced enormous obstacles in settling down and being part of the American society. Many people have suffered
Immigration played a large part in public education. With so many children immigrating to America for an education, schools were being packed with students. However, many of these students were not going to school and instead were working in
Immigrants must overcome many barriers to succeed in America. First, migrants frequently must learn a new language. Inability to communicate is a critical barrier for accessing the health care system (Urrutia-Rojas, Marshall, Trevino, Lurie, & Minguia-Bayona, 2006). Second, the processes of work and schooling for themselves and their families can be daunting. Lastly, immigrants use the established social network of longer duration residents for reference and knowledge (Nandi, Galea, Lopez, Nandi, Strongarone, & Ompad, 2008). For purposes of this report, there are three different types of immigrant: legal, undocumented, and refugees or persons seeking asylum. All three types of residents want to succeed and achieve their personal dream.
To say that immigrants in America have experienced discrimination would be an understatement. Ever since the country formed, they have been seen as inferior, such as African-Americans that were unwillingly brought to the 13 colonies in the 17th century with the intention to be used as slaves. However, post-1965, immigrants, mainly from Central and South America, came here by choice. Many came with their families, fleeing from their native land’s poverty; these immigrants were in search of new opportunities, and more importantly, a new life. They faced abuse and Cesar Chavez fought to help bring equality to minorities.
To begin with some states allow undocumented students to go to college, all 50 states in the future should. Second only 18 states out of 50 states allow undocumented students to attend college. “Since 2001, 18 states have taken policy action to redefine eligibility requirements for in-state tuition that make undocumented students eligible” (Anderson). Luckily students in these 18 states can have help with financial aid and students there pay the same as residents in the state. Third residents in these states can continue their education after high school. Some states just allow in state tuition and other states have in state tuition and financial aid. Students in all 50 states should be allowed financial aid and in state tuition (Anderson). All states should allow undocumented students to attend college, not just 18 out 50...
In America, it is a common misconception that all foreigners are similar; it is believed that they all have similar dreams and each of them end up chasing after the same jobs. However, this is not the case. Not only do immigrants from different countries hold different dreams, but those with a shared background even have varying hopes and dreams for the future. This is evidenced in Bharati Mukherjee’s essay, “Two Ways to Belong in America.” She utilizes several rhetorical strategies in order to show that immigrants have the ability to be assimilated into the American culture, but that they should not be deported if they choose not to conform to said culture.
Having the opportunity of staying in school is very important to illegal immigrants because that means they can realize the American Dream. It is something that every immigrant that comes to the U.S wants to achieve. By applying to the dream act illegal immigrants from the age of sixteen through thirty five can go to school. They are eligible to stay in school and or go to college if they have not done so. For example some of the immigrant students have immense talents that can be used for America’s assistance, but not being able to stay in school they can not succeed. “Thousands of young people have worked hard. But they are being denied that chance to build a better future for themselves and to contribute their skills, talents, and creativity to the country” (Duncan). By having the choice of staying in school, as well as the help it is more exciting to those students that want to become someone in life. Some of the illegal aliens possess some amazing talent...
Every year, about 2.8 million students graduate from a United States high school. They have dreams of going to college or to the military to have an opportunity to make something of their lives. However, each year, there is also a group of about 65,000 students who will not have that chance to advance in their lives (CIR_DREAM paragraph 1). They are unable to do so because they were brought to the US illegally by their parents when they were children, and have the status of an illegal immigrant. Despite the fact that these individuals have lived their entire lives in the US, this immigration status hinders their ability to obtain a higher education.
Illegal immigration has been a major topic of discussion in America for years. What is discussed less often, however, is the academic plight of the children of illegal immigrants. Should these immigrant children be allowed to attend public schools? What happens to them if they cannot attend? With new standards of excellence in every state, and the demands of “No Child Left Behind” still looming over each district, should schools be required to take on the education of students who speak little, if any, English, may have learning or emotional concerns, and are not citizens? Both sides of this issue raise cogent points that must be carefully considered.
Latino immigrant students are more likely to drop out of school for two primary reasons. One is because of the money and the other one is because they struggle academically. For example, when Barack Obama delivered the memorable speech where he addresses an important message about the American Dream in the “Audacity of Hope”, he says, “More to do for the young women in East St. Louis, and thousands more like her, who has the grades, has the drive, has the will, but doesn’t have the money to go to college”. These words illustrate a reality and the obstacle of many students, that because of the economical reason they can’t attend college. They (students) often find it very difficult to support themselves, their families and go to college at the same time. Many have dependent children and enroll part time as well. The can’t afford to pay for their own education, which forces them to quit or drop out. And even the president suggests that they have to do more for these students in need so these students can enjoy their future. Most of these students find the academics very chal...
The United States currently has 42.1 million immigrants residing in America. Most immigrants traveled to the U.S for a more satisfying life for themselves and their families than the ones that they had had in the past. People from other countries view America as the “Land of Opportunities” but it is hard for the immigrants to adapt to the new culture of America. Culture is a shared set of values, customs, traditions, beliefs, and art that are passed down from generation to generation within an ethnic group. Culture partly has an impact on a person’s perspective on the world, but not as much as how parents and personal experiences influence a person’s view on achievements/attitude, values, and beliefs.
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
According to Rong and Preissle (2009) most immigrant students experienced more social and economic disadvantages than students born in the U.S. Hernandez & Napierala (2012) explain that in 2010, children in immigrant families experienced a higher poverty rate (30%) than children born in the U.S. (19%). Another characteristic of immigrant children is that they are more likely to live in inner-city areas and have parents who were not able to complete high school (Rong & Preissle, 2009). Immigrant children have a
Young adolescents have a self-evaluative nature and their constant self-criticism leads to lower self-esteem in those who begin to see the differences between themselves and their white, American classmates (Brown). These young adolescents have to learn English while trying to work through the middle level years of finding their identity, adding additional obstacles to the list of already overwhelming challenges. For example, the students’ immigration status is one thing that can strongly influence their cultural identity and their sense of security. If a student is worried about their parents or themselves being forced to leave the country, it can be very challenging for them to pay attention in class or stay motivated to do work outside of school. Even being a legal immigrant can come with its difficulties. How members of society, both inside and outside of school, view immigrants and refugees can also affect a student’s educational experiences (Walqui). A student’s immigration status is far from the only reason that these students may be testing below students in the mainstream