Gender, Education, and Immigrant Children in the United States

2020 ◽  
Author(s):  
Bic Ngo ◽  
Nimo Abdi ◽  
Diana Chandara
Keyword(s):  
United States ◽  
Asian American ◽  
Religious Identity ◽  
Mexican American ◽  
Immigrant Students ◽  
The United States ◽  
Immigrant Children ◽  
Female Students ◽  
Male Students ◽  
Racial Groups

Education research has long highlighted gender disparities in the academic achievement of women and men. At the dawn of the 20th century, men attained higher levels of education than women. By the 21st century, women from all racial groups achieved higher levels of education than men. Likewise, among the children of post-1965 “new immigrants,” female students have higher levels of educational attainment than male students. While gender has remained important as a domain of analysis for understanding disparities in education, analyses of the significance of gender in the education of immigrant children have focused primarily on differences in gender norms and expectations of immigrant groups from those of dominant culture in the United States. Such an emphasis disregards the social, cultural, and political dynamics of acculturation and adaptation where gender is shaped by the ethnic family, race and racialization, and religion, among other things. The “caring,” translational work that Mexican American girls do for parents, the racialized gender construction of Southeast Asian American male students as Other (not male), and the Islamophobia faced by Somali American female students wearing hijabs make salient family obligations, race, and religious identity, respectively, in the educational experiences and outcomes of female and male immigrant students. Considerations of gender in the education of immigrant children in the United States necessitate an intersectional analysis that puts gender in conversation with social factors and institutions.

scholarly journals Race Names

2017 ◽  
Author(s):  
Pamela Elaine Oliver
Keyword(s):  
United States ◽  
Native American ◽  
Asian American ◽  
Mexican American ◽  
The United States ◽  
Political Conflict ◽  
People Of Color ◽  
Racial Groups ◽  
Socially Constructed ◽  
African America

This essay discusses the “race names” in the United States, including Black or African America as well as Negro; American Indian or Native American; Hispanic, Latino, Mexican American, Chicano; Asian American; White, European American, Caucasian; and umbrella terms such as “people of color.” It also discusses the insult terms and outdated terms, including a section specifically on the disappearance of “Negro.” Attention is also given to calling out the “colonial minorities,” groups that are part of the United States due to conquest and oppression rather than voluntary migration. Racial groups are socially constructed in the process of political conflict and the creation of and challenges to structures of domination. Group names are never fixed and are always contested as the process of naming is itself part of the political contestation. This essay is based on the author’s reading and discussion with members of the groups in question. It is intended to be useful for teaching and public discussion, but does not provide scholarly citations for the research that has been done in this area. 11/11/2017 NOTE: The original blog version of this essay has been updated multiple times and is the latest version. https://www.ssc.wisc.edu/soc/racepoliticsjustice/2017/09/16/race-names/

scholarly journals Acculturation Factors Related to Obesity of Latino American Men Nationwide

2016 ◽  
Vol 12 (5) ◽  
pp. 1421-1430 ◽  
Author(s):  
Amy L. Ai ◽  
Hoa B. Appel ◽  
Jungup Lee
Keyword(s):  
United States ◽  
Asian American ◽  
Mexican Americans ◽  
Mexican American ◽  
The United States ◽  
Minority Population ◽  
Related Factors ◽  
Latino Paradox ◽  
Latino American ◽  
Acculturation Factors

Obesity is a public health epidemic, particularly among underrepresented populations. With a large proportion of immigrants, Latino Americans comprise the largest minority population in the United States. This study examined the association of acculturation factors with obesity among Latino American men ( n = 1,127) using the National Latino and Asian American Study. The result identified two acculturation-related factors (being U.S.-born and living in the United States for the longest period/5-10 years) as positive correlates. In contrast, a different study on obesity in Latino American women demonstrated discrimination, but not the above factors, as significant correlates. The men’s pattern suggests that the Hispanic/Latino paradox might have greater implications for men with respect to weight issues. Furthermore, Mexican American and Other Latino American men presented a greater likelihood of being obese than Cuban and Puerto Rican men. The findings, if replicated in prospective research, suggest the need for gender- and ethnic-specific intervention for obesity in Latino American men, particularly for the largest subgroup, Mexican Americans.

Critical Perspectives in Youth Gang Formation in the United States

2019 ◽  
Author(s):  
Kevin D. Lam
Keyword(s):  
United States ◽  
Los Angeles ◽  
Critical Pedagogy ◽  
Asian American ◽  
Mexican American ◽  
The United States ◽  
State Violence ◽  
Youth Gang ◽  
Structural Forces ◽  
The U.S

Youth gangs of color in the United States have emerged in the context of larger structural forces. For example, Mexican American, black, and Vietnamese/Asian American youth gang formation in Southern California is tied to their respective racialized communities’ initial movements into the Los Angeles area (from Mexico and Vietnam, and for blacks, from the U.S. South). Structural forces such as political/social unrest and economic instability, both domestically and in their sending countries; the role of the U.S. military and economic apparatus; and (im)migration patterns and trends impact the particularities of youth gang subculture—including protection and self-preservation; ethnic pride and desire for family; having to navigate, resist, and rearticulate youth identities (in and outside the context of schooling); and the desire to garner money, power, and respect in a capitalist context. U.S. racism and state violence have also had an impact on youth gang formation. Anti-youth legislation in the late 1980s and early 1990s, in particular, have helped shape the discourse on youth of color, criminality, “gangs,” space, and citizenship over the past three decades. Although such youth are typically on the margins or left out of educational institutions, a critical pedagogy provides a space for engagement and hope.

Without a Paddle: Barriers to School Enrollment Procedures for Immigrant Students and Families

2019 ◽  
Vol 52 (9) ◽  
pp. 1283-1304
Author(s):  
Kerri Evans ◽  
Jaime Perez-Aponte ◽  
Ruth McRoy
Keyword(s):  
United States ◽  
Professional Education ◽  
Immigrant Students ◽  
Compulsory Education ◽  
The United States ◽  
School Enrollment ◽  
Immigrant Children ◽  
Education Policies ◽  
Human Right ◽  
Policy Practice

The growing immigrant population in the United States consists of school-aged children who are in need of educational opportunities available through the country’s existing educational system. Education, a basic human right, is mandated through compulsory education laws in the United States so that all children can learn, grow, and be prepared for the future. However, immigrant children and families face a challenge early on, with the enrollment process itself. Enrollment barriers include lack of proper documentation, medical clearance, absence of parents, and discrimination. This article includes a review of relevant policy, a discussion of the implications of enforcing standards on immigrant students, and provides recommendations for future educational policy, practice, and guidelines for immigrant children. There is a need to provide culturally and trauma-sensitive services to this population as they adapt to American schools academically, culturally, linguistically, and psychosocially. More professional education, policies, and research are needed to streamline enrollment processes.

Immigrant Students

2012 ◽  
pp. 51-72
Author(s):  
Lyn Morland ◽  
Dina Birman ◽  
Burna L. Dunn ◽  
Myrna Ann Adkins ◽  
Laura Gardner
Keyword(s):  
United States ◽  
Public Schools ◽  
Academic Success ◽  
Immigrant Students ◽  
The United States ◽  
Children Of Immigrants ◽  
Immigrant Children ◽  
Immigrant Population ◽  
Immigrant Parent

The United States is increasingly diverse and this is nowhere more evident than in our public schools. Children who arrive as immigrants, as well as those born here to at least one immigrant parent, currently make up nearly one-quarter of all children in the United States.2 By the year 2025, it is estimated that one-third or more of the students in our nation’s schools will be children of immigrants.3 After providing a brief overview of the immigrant population in the United States, this chapter will describe both the unique challenges as well as the strengths that many immigrant children bring to the classroom, and how teachers can help support their resilience and academic success.

The Role of Born-Again Identity on the Political Attitudes of Whites, Blacks, Latinos, and Asian Americans

2015 ◽  
Vol 8 (4) ◽  
pp. 641-678 ◽  
Author(s):  
Janelle S. Wong
Keyword(s):  
United States ◽  
Asian Americans ◽  
Asian American ◽  
Religious Identity ◽  
Political Attitudes ◽  
Research Question ◽  
The United States ◽  
The Political ◽  
Evangelical Identity ◽  
Born Again

AbstractTogether, Asian American and Latino evangelicals constitute about 13% of all evangelicals in the United States. This proportion is surely going to increase as new immigrants enter the United States from Asia and Latin America and the number of White evangelicals remains steady or even falls. But the extent and nature of the effects of evangelical identity on the political attitudes of growing numbers of Latinos and Asian Americans have not been studied systematically. This article aims to fill that gap by comparing the effects of evangelical identity on political attitudes across a range of groups to better address the conditional effects of religious identity on political orientations in an increasingly diverse context. The primary research question driving the study is does born-again identity play a consistent role across racial groups in determining political attitudes?

Culturally Responsive Pedagogy for African Immigrant Children in U.S. P-12 Schools

2017 ◽  
Vol 49 (1) ◽  
pp. 71-84 ◽  
Author(s):  
Michael Takafor Ndemanu ◽  
Sheri Jordan
Keyword(s):  
United States ◽  
Culturally Responsive ◽  
Immigrant Students ◽  
Developed Countries ◽  
The United States ◽  
Immigrant Children ◽  
Background Information ◽  
Responsive Teaching ◽  
African Immigrant ◽  
The Public

This article sheds light on the challenges African immigrant children face in navigating through a relatively different and unfamiliar system of education in the United States. It also provides pre-emigration background information to the systems of education prevalent in Africa as well as the culturally responsive teaching strategies that support and enhance learning for the African immigrant students. Teachers of African immigrant children around the world will find this article particularly resourceful because there is limited scholarship about this segment of the public school population in the United States and in other developed countries.

Sex Differences in Mass Media Preferences Across Four Asian Countries

2011 ◽  
Vol 23 (4) ◽  
pp. 186-191 ◽  
Author(s):  
Malini Ratnasingam ◽  
Lee Ellis
Keyword(s):  
United States ◽  
Sex Differences ◽  
Mass Media ◽  
The United States ◽  
Female Students ◽  
The Internet ◽  
Evolutionary Explanation ◽  
Asian Countries ◽  
The World ◽  
Media Preferences

Background. Nearly all of the research on sex differences in mass media utilization has been based on samples from the United States and a few other Western countries. Aim. The present study examines sex differences in mass media utilization in four Asian countries (Japan, Malaysia, South Korea, and Singapore). Methods. College students self-reported the frequency with which they accessed the following five mass media outlets: television dramas, televised news and documentaries, music, newspapers and magazines, and the Internet. Results. Two significant sex differences were found when participants from the four countries were considered as a whole: Women watched television dramas more than did men; and in Japan, female students listened to music more than did their male counterparts. Limitations. A wider array of mass media outlets could have been explored. Conclusions. Findings were largely consistent with results from studies conducted elsewhere in the world, particularly regarding sex differences in television drama viewing. A neurohormonal evolutionary explanation is offered for the basic findings.

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