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.

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.

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.

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.

scholarly journals Children of Immigrants in Schools in New York and Amsterdam: The Factors Shaping Attainment

2009 ◽  
Vol 111 (6) ◽  
pp. 1476-1507
Author(s):  
Maurice Crul ◽  
Jennifer Holdaway
Keyword(s):  
United States ◽  
New York ◽  
The Netherlands ◽  
Second Generation ◽  
Immigrant Students ◽  
Research Question ◽  
The United States ◽  
Children Of Immigrants ◽  
Educational Systems ◽  
Educational Trajectories

Background/Context This article considers the ways in which school systems in New York City and Amsterdam have shaped the educational trajectories of two groups of relatively dis-advantaged immigrant youth: the children of Dominican immigrants in New York and the children of Moroccan immigrants in Amsterdam. It describes the salient features of the two educational systems and the ways in which they structure opportunity for children of immigrants. In terms of public policy, the United States and the Netherlands have taken quite different approaches toward the integration of immigrant students: The Netherlands actively seeks to integrate students and provides additional funds and special programs, whereas the United States has taken a more laissez-faire approach. Purpose/Objective/Research Question/Focus of Study The article analyses available data on young second-generation Moroccan and Dominican youth and their school careers in two cities: New York and Amsterdam. It aims to look at the influence of institutional arrangements and the way that the educational system facilitates or hampers the educational integration of two highly disadvantaged groups. Research Design The article is based on available data on the Moroccan population in Amsterdam and the Dominican population in New York. This includes primarily the Dutch SPVA surveys and other local Amsterdam studies, and the Immigrant Second-Generation in Metropolitan New York (ISGMNY) study. Conclusions/Recommendations Both Moroccans in Amsterdam and Dominicans in New York show relatively low levels of educational attainment. Drawing on data from a number of studies of Moroccans in Amsterdam and on the ISGMNY study, the article shows that although differently structured, neither school system does an adequate job of serving disadvantaged immigrant students. It is interesting, however, that opportunities and impediments for the two groups are shaped differently and appear at different times in the school career. Successful practices in both countries show how extra investment of resources can increase equality of opportunity.

scholarly journals Is There a Nativity Gap? New Evidence on the Academic Performance of Immigrant Students

2006 ◽  
Vol 1 (1) ◽  
pp. 17-49 ◽  
Author(s):  
Amy Ellen Schwartz ◽  
Leanna Stiefel
Keyword(s):  
United States ◽  
New York ◽  
Public Schools ◽  
Immigrant Students ◽  
Value Added ◽  
The United States ◽  
Superior Performance ◽  
Foreign Born ◽  
School Students ◽  
Education Production

Public schools across the United States are educating an increasing number and diversity of immigrant students. Unfortunately, little is known about their performance relative to native-born students and the extent to which the “nativity gap” might be explained by school and demographic characteristics. This article takes a step toward filling that void using data from New York City where 17 percent of elementary and middle school students are immigrants. We explore disparities in performance between foreign-born and native-born students on reading and math tests in three ways—using levels (unadjusted scores), “value-added” scores (adjusted for prior performance), and an education production function. While unadjusted levels and value-added measures often indicate superior performance among immigrants, disparities are substantially explained by student and school characteristics. Further, while the nativity gap differs for students from different world regions, disparities are considerably diminished in fully specified models. We conclude with implications for urban schools in the United States.

A Survey of Christian Religious Education in the United States

2003 ◽  
Vol 20 (1) ◽  
pp. 1-19
Author(s):  
Jerald F. Dirks
Keyword(s):  
United States ◽  
Public Schools ◽  
Religious Education ◽  
Supreme Court Decision ◽  
The United States ◽  
Youth Groups ◽  
Religious Educators ◽  
Contemporary Status ◽  
Children's Sermons ◽  
Private Christian Schools

Prior to the landmark Supreme Court decision of June 1963, which banned public prayer from the public schools, Christian religious education was often a routine part of the overt instruction provided by the American public school system. However, in the wake of that legal milestone, even though instruction in the Judeo-Christian interpretation of religious history continued to be taught covertly, American churches began relying more heavily on providing Christian religious education. This article briefly presents Christianity’s contemporary status in the United States and reviews such religious education methods as Sunday school, vacation Bible school, Christian youth groups, catechism, private Christian schools, Youth Sunday, and children’s sermons. The survey concludes with a look at the growing interface between such education and the lessons of psychology as well as training and certifying Christian religious educators.

Medication Administration Practices in United States’ Schools: A Systematic Review and Meta-synthesis

2021 ◽  
pp. 105984052110263
Author(s):  
Ashley A. Lowe ◽  
Joe K. Gerald ◽  
Conrad Clemens ◽  
Cherie Gaither ◽  
Lynn B. Gerald
Keyword(s):  
United States ◽  
Systematic Review ◽  
Public Schools ◽  
Medication Management ◽  
The United States ◽  
Medication Administration ◽  
Full Time ◽  
Level Of Training ◽  
K 12 ◽  
Keyword Searches

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

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