Borders/Fronteras: Immigrant Students' Worlds in Art

2001 ◽  
Vol 71 (3) ◽  
pp. A1-A17
Author(s):  
Robert Shreefter
Keyword(s):  
North Carolina ◽  
Public Schools ◽  
White Students ◽  
Migrant Workers ◽  
Immigrant Students ◽  
Immigrant Children ◽  
Black And White ◽  
School Demographics ◽  
Children Of Migrant Workers ◽  
Growing Population

In my work as an artist and a writer-in-residence in a number of public schools in Wake and Durham counties in North Carolina, I was struck by changing school demographics and culture. These schools — which had been made up almost exclusively of Black and White students—were experiencing a growing population of immigrant children, mostly children of migrant workers from Mexico, whose families were choosing to settle permanently in the area.

Supporting Immigrant Children in College and Career Readiness

2021 ◽  
pp. 268-290
Author(s):  
Grace W. Wambu ◽  
Zandile P. Nkabinde
Keyword(s):  
Public Schools ◽  
School Counselors ◽  
Immigrant Students ◽  
Immigrant Children ◽  
Career Readiness ◽  
Smooth Transition ◽  
College And Career Readiness ◽  
Refugee Students ◽  
College And Career ◽  
Institutions Of Higher Learning

The number of immigrant students have been on the rise in the last decades in many American classrooms. Both public schools and institutions of higher learning have increasing numbers of racially and ethnically diverse students than in the past. Immigrants from around the world come to America for different reasons but with one dream, and that is to create better lives for themselves and their children. Many leave their countries of origin seeking economic opportunities, while others leave their countries fleeing political, religious, and ethnic persecution. A number of refugees fleeing wars and turmoil from their home countries come to America with psychological, physical, and emotional trauma. Adelman and Taylor suggested that refugee students are among the most vulnerable for school failure and its consequences. This chapter discusses the role of teachers and school counselors in facilitating a smooth transition of all immigrant children in college and career readiness.

North Carolina’s Public Schools: Growth and Local Taxation

1985 ◽  
Vol 9 (3) ◽  
pp. 277-291
Author(s):  
Jonathan B. Pritchett
Keyword(s):  
Public Schools ◽  
State Government ◽  
White Students ◽  
School Boards ◽  
Black Children ◽  
The State ◽  
White Children ◽  
The Public ◽  
Black And White ◽  
White Schools

The Rapid increase in public spending for white schools that occurred in North Carolina after the turn of the century led to a large racial disparity in the amount spent per child by 1910. Previous scholars have attributed this racial difference in school spending to the disfranchisement of the black voter (Margo, 1982). It was argued that once blacks were prevented from voting, the white members of the school boards were able to divert the public funds which were initially allocated for the education of black children. The most widely accepted version of this theory is credited to Horace Mann Bond (1934) who studied education expenditures for black children in Alabama. Bond argued that the governmental level at which schools were financed was important in determining the racial division of public school funds since the white members of the county school boards were particularly inclined to divert the funds allocated by the state government. The state funds which were allocated to the local school boards in Alabama were not required to be shared equally between black and white students. After blacks had been disfranchised, the county school boards responded by allocating a disproportionate share of these state funds for the education of white children.

John Chavis

2019 ◽  
pp. 257-278
Author(s):  
Benjamin R. Justesen
Keyword(s):  
North Carolina ◽  
African Americans ◽  
White Students ◽  
Black Teachers ◽  
Black And White ◽  
Princeton University ◽  
Nat Turner's Rebellion ◽  
Jacksonian Democracy ◽  
Enslaved African Americans ◽  
Free African Americans

This essay on the life of John Chavis illustrates both the opportunities and the obstacles facing free African Americans in post-Revolutionary North Carolina. Details of his early life are uncertain. Reportedly a Revolutionary War veteran, Chavis studied at the College of New Jersey, now Princeton University, and at Liberty Hall Academy, the forerunner of Washington and Lee University. Licensed in 1801 by the Presbyterian General Assembly as a missionary to enslaved African Americans, Chavis proved more popular with white audiences. His principal income for much of his life came from a school he operated in Raleigh, where he taught black and white students and became a confidant of North Carolina senator William P. Mangum. A conservative and an old-line Federalist, Chavis bemoaned the rise of Jacksonian Democracy and opposed the immediate abolition of slavery. Yet restrictions imposed on black teachers and ministers after Nat Turner’s rebellion made his last years difficult. He died in 1838 almost certainly of natural causes, not, as is sometimes reported, of mob violence.

“We Never Had a Prom”

2018 ◽  
pp. 146-166
Author(s):  
Natalie G. Adams ◽  
James H. Adams
Keyword(s):  
Public Schools ◽  
Social Integration ◽  
Extracurricular Activities ◽  
White Students ◽  
Racial Politics ◽  
Direct Impact ◽  
Student Government ◽  
Black And White ◽  
Interracial Friendships ◽  
The World

This chapter explores the world of proms, cheerleading, band, pep rallies, homecoming court, and student government, where the racial politics of the day had a direct impact on the lives of students. It analyzes how the micropolitics embedded in extracurricular activities both helped and impeded the loftier goal of reducing prejudice through social integration. For years, segregationists had warned about the dire consequences of “race mixing.” Indeed, the Citizens' Council built its campaign to preserve segregated public schools around predictions that integration of schools would bring about interracial friendships, dating, and marriage, thus the end of “racial integrity” and the dominance of the white race. Therefore, as schools began to desegregate in the late 1960s, at the forefront of everyone's minds was the issue of social integration among black and white students.

Can Charter Schools Address Racial Inequities Evidenced in Access to the General Education Classroom? A Longitudinal Study in Chicago Public Schools

2018 ◽  
Vol 41 (3) ◽  
pp. 127-138 ◽  
Author(s):  
Federico R. Waitoller ◽  
Daniel M. Maggin
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
General Education ◽  
Longitudinal Analysis ◽  
White Students ◽  
Least Restrictive Environment ◽  
Chicago Public Schools ◽  
Neighborhood Schools ◽  
Black And White ◽  
Restrictive Environment

This study presents a longitudinal analysis of racial inequities evidenced in placement patterns in the least restrictive environment (LRE). We compared placement trends in neighborhoods and charter schools for Black and White students receiving special education services (SRSES). Drawing from the concept of institutional isomorphism and using a longitudinal analysis of odds ratio, we examined annual school data from 2008 to 2012 on students’ placement in the LRE in Chicago Public Schools (CPS). Our findings indicate that over time charter schools mirror neighborhood schools’ (NS) racial inequities evidenced in access to general education classrooms.

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.

Supporting Immigrant Children in College and Career Readiness

2019 ◽  
pp. 246-268
Author(s):  
Grace W. Wambu ◽  
Zandile P. Nkabinde
Keyword(s):  
Public Schools ◽  
School Counselors ◽  
Immigrant Students ◽  
Immigrant Children ◽  
Career Readiness ◽  
Smooth Transition ◽  
College And Career Readiness ◽  
Refugee Students ◽  
College And Career ◽  
Institutions Of Higher Learning

The number of immigrant students have been on the rise in the last decades in many American classrooms. Both public schools and institutions of higher learning have increasing numbers of racially and ethnically diverse students than in the past. Immigrants from around the world come to America for different reasons but with one dream, and that is to create better lives for themselves and their children. Many leave their countries of origin seeking economic opportunities, while others leave their countries fleeing political, religious, and ethnic persecution. A number of refugees fleeing wars and turmoil from their home countries come to America with psychological, physical, and emotional trauma. Adelman and Taylor suggested that refugee students are among the most vulnerable for school failure and its consequences. This chapter discusses the role of teachers and school counselors in facilitating a smooth transition of all immigrant children in college and career readiness.

scholarly journals Education that Leads to Nowhere: Thailand’s Education Policy for Children of Migrants

2012 ◽  
Vol 14 (1) ◽  
Author(s):  
Thithimadee Arphattananon
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Education Policy ◽  
Migrant Workers ◽  
Ethnographic Study ◽  
Migrant Children ◽  
Drop Out ◽  
School Practices ◽  
Children Of Migrant Workers ◽  
Thai Government

In July 2005, the Thai cabinet passed the resolution that allows migrant children access to free public education. This paper uncovers education experiences of children of migrant workers who study in Thai public schools, concentrating on the Thai government&rsquo;s education policy towards these children. Data are drawn from an ethnographic study conducted between 2010 and 2011 in two provinces of Thailand&mdash;Ranong Province and Pattani Province. Qualitative research methods such as interview, observation and document examination are used to obtain data. School practices such as the admission process, the placement of children into classes, classroom instruction, and supporting systems are examined. Interactions between teachers and migrant children as well as between migrant children and local children are observed. The results show that while allowing migrant children to access public education, the Thai government does not have a policy to promote or to persuade migrant parents to bring their children to schools. A policy to follow up on children of migrants who drop out also does not exist. Additionally, school practices and curricula do not match the circumstances of the children. This article argues that Thailand&rsquo;s current education policy allows children of migrants to access public education, but does not help them to proceed to higher levels of education.<br />

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