Academic Barriers Of High School Students Essay

Asians are one of fastest growing minority groups in America today. During this century, various factors at home and abroad have caused people from Asia to immigrate to the United States for better or for worse. Due to these factors, Americans and American teachers, in particular, need to educate themselves and become aware of the Asian American students’ needs in terms of success and happiness. Before beginning my research, I felt I had an easy subject: studying Asian Americans in relation to their education in public schools. How simple! Everyone knows they are smart, hard working, driven to succeed in spite of their nerdish, geeky, non-athletic, broken-English stereotype. Of course they are

Preparing high school students for college is every parent and teachers goal but sometimes that goal is hard to achieve. Students are not getting a proper education now-a-days and they do not realize that it is going to hurt them after they graduate. A study says, “That composite score dropped to 20.9 among high school students in 2013, the lowest in eight years” (Adams, 2013). That is a very low average and it is because what students are learning in high school just isn’t sticking with them through college. After students graduate they start taking harder classes, some have to start paying their own bills, and so many other changes they are not ready for. It is a big jump to go from high school to college and I think schools can do a better job of preparing students. It is their experience and education in high school that is going to help them in college. If they are not ready they are going to struggle which will result in some not so good outcomes such as having low grades or even worse dropping out. I do not believe that high school education has prepared students for college because there are many useless classes, it is more about memorizing than learning, and students drop out in a year or less because of the workload.

Asian-American students are often assumed to be the ones who finish on top academically. Due to the amount of high-ranking Asian-American students in schools throughout the United States, a cliché stereotype has been developed claiming all Asian students are “whiz kids.” The culture which Asian individuals practice differs by region however, majority of Asian individuals celebrate a different culture than mainstream Americans. I interviewed Susan, an Asian-American female who was born to an Asian mother, and an American father.

The transition from high school to college is a dynamic time in one’s life that parallels the change from childhood to adulthood. Both of these changes are dramatic and, as a result, feelings are difficult to put down into words. A messy combination of emotions fills the heart, surfacing in strange ways. Confident high school seniors go right back to the bottom of the chain when entering college as freshmen. These students start all over, just like entering grade school or high school for the first time. The move up from high school to college signals the switch from dependence to self-sufficiency. From a personal point of view, going through the experience of graduating high school and transferring to a residential college campus at STLCOP, made me realize I was no longer a kid and capable of making my own decisions.

Upon their arrival, Hmong faced “multiple social, cultural, educational, economic, and institutional barriers and challenges” (Hmong National Development, 2004; Lee, Jung, Su, Tran, & Bahrassa, 2009, p. 559). As the Hmong settled down in the United States, they found that education was vital for their children’s future (Lee & Green, 2008). A study conducted by Reder (1982) found that “73% [of Hmong adults]

Although, I identify myself as a Hmong woman now, it wasn’t until I was accepted into Fresno State of 2001, when I discover and began to appreciate what Hmong meant to me. Prior to college, I knew little to nothing about my culture and the Hmong history. I also faced many challenges that skew me away from maintaining and accepting my cultural

Hmong parents are aware that it will be more difficult for their children to learn at the same speed as children without disabilities. Hmong parents learn to

The Hmong women living in America are able to develop their own identity and a greater self-worth (Long 2008). This was made possible due to the freedom found in America that pushes for equal rights and the pursuit of the American dream (Lor 2013). Rather than being stay at home moms, many Hmong women found themselves working where they were able to develop professional skills, earn money and improve their own lives. From such experiences as these, Hmong women were able empower themselves to gain leadership roles whether in the work place or in the local community and even a voice within their immediate family (Lor 2013). The societal influence found in America greatly changed the lives of Hmong women because it encouraged them to break through their cultural confinements. Furthermore, Hmong women are much more successful in American when compared to the Hmong women living in their oppressive homeland (Long

This article explains and discusses how good Asian students do in high academic levels. At the same time, refutes four different myths about Asian American academic achievements. The article has a brief introduction including some background information before focusing, explaining and discusses the four myths: Asian American has superior academic achievement; Asian-American students are born smart; Asian-American students are trouble-free kids, and Asian-American students are good at

Higher education is a vital aspect to achieve success in employment, economic security, and the welfare of the Latino community. The Latino community in the United States finds that the educational experience is an accumulated disadvantage. As discrepancies become more discernable, there are social and economic factors that structure the retention of Latinos in higher education. Prior research shows that Latino students are often disproportionally disadvantaged to attaining higher education. The impediments of the Latinos are comprised of language barriers, lack of information about certain resources, and parent’s lack of human capital to actively support their children’s educational needs. More than often, Latinos are often uninformed about the right ways to navigate the educational system. There are explicit challenges in society and economy that the Latino population face more profoundly than any other group, and it is important to study the specific challenges of this group and what can be done to promote their success in a higher level of education. As this population continues to grow, it is essential to acknowledge what research has found about Latinos’ strong beliefs of the value of a college diploma and how this aspiration of attaining higher education falls short to being achieved due to limiting socioeconomic factors that can be amended.

Hmong report below average English proficiency, educational attainment, and household income. Due to the model minority argument, Hmong and other struggling Asian American subgroups don’t receive substantial government assistance despite their alarming statistics. In their native countries, Hmong lived in isolated, rural regions with little traditional schooling functioning primarily as farmers. As a result of the Hmong coming to the U.S. as refugees as opposed to immigrants, they didn’t undergo the same self-selection process which favors educated and wealthy professionals. Because the majority of Hmong came to the U.S. for survival rather than economic gain they were unprepared socially and economically for life in the U.S. In 2015, 60% of the foreign-born Hmong population reported their level of education as high school or less. Additionally, only 40% of the foreign-born Hmong population reported being proficient in English. These statistics indicate that a large portion of Hmong refugees arrived in the U.S. with minimal education and spoke little English making assimilation even more difficult. Hmong Americans report a median household income of $48,000 while the U.S. average is $57,000. This statistic is particularly troubling because although Hmong are only slightly behind the U.S. average 32% of them live in multigenerational households and average greater than six individuals per household. However, life is improving for Hmong Americans notably

Lor (2010) examined the impact of minority teachers, especially Hmong teachers, have on student achievement. Lor (2010) provided a background of Hmong teachers, as well as, a history of the Hmong culture dated back during the Vietnam war. Lor’s (2010) research methods consist of interview questions pertaining to participants’ life experiences, school experiences, college years, teaching practices and philosophies. In conclusion, participants’ teaching practices comprise of inspiring students’ learning and achievement beyond the classroom.

After graduating high school, no one prepares you for college. Most kids when they are finished with high school don’t even fantasize about going back to school. I have always wanted to go to college ever since I was a young kid. I also had dreams of myself going to college, but in my dreams, everything was picture perfect. In reality, college has been very challenging for me. No one tells you about the adjustments and complications that you would have to face to become a successful college student.

“What is more striking is that young Asian Americans — not only the children of foreign-born physicians, scientists, and engineers, but also those of uneducated, low-skilled, and poor immigrants and refugees — have repeatedly shown up as high school valedictorians and academic decathlon winners, and have enrolled in prestigious colleges and universities in disproportionately large numbers.” (Zhou and Kim) Immigrant children with adverse backgrounds have managed to secure positions of high academic honor. They come from backgrounds that require them to work harder than American-born children for their

Mature students’ involvement in higher education is life enhancing and vital to social mobility, but current changes to higher education fees and adult skills strategy represent a substantial risk to forthcoming partaking. This research aims at exploring the challenges faced by mature students to access higher education and the motivating factors that helps them to pursue or resume their academic studies. Whatever the motive, going to higher education as a mature student can be very gratifying, not least because it tends to be a bigger enterprise later in life and consequently the wish to excel is often heightened.