From Olive Groves to Hell’s Kitchen

Prima Donna ◽  
2021 ◽  
pp. 39-66
Author(s):  
Paul Wink
Keyword(s):  
New York ◽  
New York City ◽  
Early Childhood ◽  
Developmental Stage ◽  
York City ◽  
Adult Life ◽  
Growing Up ◽  
Olive Groves ◽  
Parental Input

This chapter, “From Olive Groves to Hell’s Kitchen,” examines Callas’s experiences during early childhood in New York City that left her with permanent psychological vulnerabilities. Having been deprived of adequate parental input during a critical developmental stage and growing up in a family beset by conflict exacerbated by a move from a provincial town in Greece to New York City, Maria found it hard to compensate later in life for her egocentrism and her lack of empathy. Callas’s adult life can be construed as an unrelenting pursuit of the psychological bounties she was deprived of in childhood. It is not accidental that Callas’s strength as an opera performer lay largely in her insatiable need for adulation from the audience (mirroring) and that her relationships with the significant men in her life were characterized by idealization.

Early Childhood Programs

2005 ◽  
Author(s):  
Andrew Seltzer
Keyword(s):  
New York ◽  
New York City ◽  
Early Childhood ◽  
Public School ◽  
Head Start ◽  
Social Services ◽  
York City ◽  
Early Head Start ◽  
Early Childhood Programs ◽  
Health And Social Services

The Children’s Aid Society (CAS) early childhood initiative is located in two of our New York City community schools, Primary School (PS) 5 and PS 8, in the Washington Heights section of northern Manhattan. This initiative was conceived as a partnership between the New York City Board of Education and CAS. The collaboration brought newborns and their families into the schools in which the children would complete fifth grade. The initiative began in 1994 and has been in full operation since 1996. Since then, the need for such a project has been confirmed and experience has provided insights into how a program for pregnant women and children through age five (often called a Zero to Five Program) can be effectively implemented within a public school. The CAS Zero to Five model connects two federally funded programs—Early Head Start (birth to age three) and Head Start (ages three to five)—to provide comprehensive educational and social services to low-income families and their children. The population attending the Zero to Five Program confronts the obstacles facing all new immigrant families living in poverty in an urban setting. In both schools more than 75% of the families are from the Dominican Republic; another 20% come from other Central and South American countries. The parents’ language is Spanish, and language barriers and acculturation issues result in social isolation. In addition, because many residents lack legal documentation, they are reluctant to access health and social services. The few early childhood programs in the neighborhood all have long waiting lists. A majority of the families share overcrowded apartments with other families or extended family; whole families often live in one bedroom where books and age-appropriate toys are scarce and there may be little child-centered language interaction. However, in spite of the difficulties, these parents have a drive to succeed and they understand the importance of education. By combining and linking Early Head Start and Head Start programs and integrating them into a community school, the CAS Zero to Five Program provides children and families with quality educational, health, and social services, after which the children transition into public school classes within the same building.

scholarly journals Visualizing Police Exposure by Race, Gender, and Age in New York City

2019 ◽  
Vol 5 ◽  
pp. 237802311982891 ◽  
Author(s):  
Kalisha Dessources Figures ◽  
Joscha Legewie
Keyword(s):  
New York ◽  
New York City ◽  
Black Men ◽  
York City ◽  
Adult Life ◽  
Men And Women ◽  
Race And Gender ◽  
Gender And Age ◽  
Hispanic Men ◽  
And Gender

This figure depicts the disparities in average police stops in New York City from 2004 to 2012, disaggregated by race, gender, and age. Composed of six bar charts, each graph in the figure provides data for a particular population at the intersection of race and gender, focusing on black, white, and Hispanic men and women. Each graph also has a comparative backdrop of the data on police stops for black males. All graphs take a similar parabolic shape, showing that across each race-gender group, pedestrian stops increase in adolescence and peek in young adulthood, then taper off across the adult life course. However, the heights of these parabolic representations are vastly different. There are clear disparities in police exposure based on race and gender, with black men and women being more likely than their peers to be policed and with black men being policed significantly more than their female counterparts.

scholarly journals Translanguaging Practices in Early Childhood Classrooms From an Intercultural Perspective

2020 ◽  
pp. 15-39
Author(s):  
Éva Csillik ◽  
Irina Golubeva
Keyword(s):  
New York ◽  
New York City ◽  
Early Childhood ◽  
Multicultural Education ◽  
Language Learning ◽  
York City ◽  
Cultural Knowledge ◽  
Young Learners ◽  
Bilingual Speakers ◽  
Early Childhood Classrooms

The term ‘translanguaging' not only has appeared in the field of Applied Linguistics, but also it entered in the field of Multilingual/Multicultural Education in early childhood classrooms. Translanguaging is mostly seen as an opportunity to build on emergent bilingual speakers' full language repertoires in order to scaffold language learning; however, it also provides an opportunity for young learners to gain cross-cultural knowledge. The authors observed translanguaging practices during play time in the AraNY János Hungarian Kindergarten and School in New York City (USA) to understand how different languages and cultures presented in the early childhood classes might contribute to shaping an anti-biased mindset towards social and cultural diversity. The overarching aim of this study was to reveal some of the translanguaging practices both students and teachers used in a diverse ethnic community of Hungarian descendants living in New York City.

The Case of the Premature Claims

1965 ◽  
Vol 11 (3) ◽  
pp. 217-228 ◽  
Author(s):  
Alfred J. Kahn
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Growing Up ◽  
Press Releases ◽  
Social Prediction ◽  
Made In

Analysis of the efforts, in New York City and in Washington, D.C., to validate the Glueck Social Prediction 'Tables reveals that in the course of the ten-year experiments the tables have gradcially been changed to conform with the groups studied and their experiences in growing up. Despite exaggerated claims made in press releases, the New York City Youth Board study in particular should be regarded as exploratory. Neither of the reported studies should be presented as validations of the tables offered by the Gluecks a dozen years ago.

scholarly journals Battling in the Bronx: Social Choreography and Outlaw Culture Among Early Hip-Hop Streetdancers in New York City

2018 ◽  
Vol 50 (2) ◽  
pp. 62-75 ◽  
Author(s):  
Imani Kai Johnson
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Hip Hop ◽  
Growing Up ◽  
The South ◽  
South Bronx ◽  
Life Lessons ◽  
Social Choreography ◽  
The Impact

This article closely examines oral histories of b-boys Aby and Kwikstep, b-girl Baby Love, and poppers Cartoon and Wiggles, and the social choreography necessary to navigate the streets of the South Bronx in the 1970s and 1980s that has an indelible link to four core battling principles as articulated by 1970s b-boy Trac2: survivalism, strategizing, nomadism, and illusionism. By comparing and contrasting foundational elements of battling techniques with life lessons about growing up in the Bronx, the comparison signals the impact of “outlaw culture” within hip-hop, and the counterdominant sensibilities taught in battle cyphers.

1862–1896

2020 ◽  
pp. 6-17
Author(s):  
Barbara Barksdale Clowse
Keyword(s):  
New York ◽  
New York City ◽  
Sudden Death ◽  
New England ◽  
York City ◽  
Early Death ◽  
Growing Up ◽  
Southern Identity

Having New England roots but growing up in Atlanta gave Bradley a dual Yankee-Southern identity. Her father’s sudden death when she was twelve plus her nursing her mother and siblings through serious illnesses brought an early but shadowed maturity. Marriage to Horace Bradley in 1885 took her to New York City. After his early death from tuberculosis in 1896, she faced poverty and raising four children alone.

GROWING UP BILINGUAL.Ana Celia Zentella. Oxford: Blackwell, 1997. Pp. 323. $55.95 cloth, $24.95 paper.

1998 ◽  
Vol 20 (3) ◽  
pp. 436-437
Author(s):  
Elizabeth Grace Winkler
Keyword(s):  
New York ◽  
New York City ◽  
Puerto Rican ◽  
Low Income ◽  
York City ◽  
Growing Up ◽  
Income Neighborhood ◽  
Multicultural Identities ◽  
Puerto Rican Families

“Hablamos los dos. We speak both (p. 1).” A statement offered by a 9-year-old girl defines the principle assertion of this book: Bilinguals have available to them at least two distinct repertoires of language that they are able to manipulate and mix to achieve their unique discourse needs and to express their multicultural identities. This book explores the network of relationships of 20 Puerto Rican families in a low-income neighborhood called el bloque in New York City. Zentella, herself a Nuyorican (New York Puerto Rican), has provided us a window on a world as only an insider can. She follows the families in and out of el bloque for 13 years, monitoring their bilingual behavior and the sociolinguistic factors that contribute to maintenance or loss of bilingual ability.

scholarly journals Translanguaging Practices in a Hungarian-English Early Childhood Classroom

2019 ◽  
pp. 1153-1173
Author(s):  
Irina Golubeva ◽  
Éva Csillik
Keyword(s):  
New York ◽  
New York City ◽  
Early Childhood ◽  
Early Childhood Education ◽  
York City ◽  
Bilingual Children ◽  
Classroom Observations ◽  
Early Childhood Classroom ◽  
The Past ◽  
Emergent Bilingual

After a brief overview of translanguaging research carried out in the past, this chapter introduces how Hungarian-English emergent bilingual children used translanguaging practices during play time in a Hungarian-English early childhood education classroom in the AraNY János Hungarian School in New York City (USA). The authors developed the concept of student-led translanguaging and observed it separately from teacher-led translanguaging practices. This chapter presents the data collected through classroom observations over a period of 6 months. The overarching aim of this research is to reveal how translanguaging is used by the students and by the teachers in a superdiverse community of Hungarian descendants living around New York City.

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