Generational Studies And Assimilation Analysis

From my perspective, my identity was mostly influenced by my Peruvian culture’s customs, religion, dance, and my families’ beliefs about morality. I was born in Peru in 1996 to a traditional family, at the age of 11 I moved to the United States with my mother, the transition was tough for me, I had to adjust to this new culture at a quick pace and learn to speak English in order to pass my classes and to communicate with others. It was a struggle to socialize when I looked different from others, but I managed to learn English by conversing with bilingual students and through social interaction I was able to speak a new language in less than a

Immigration is a complex process that results in a transformation of identity. Depending on contextual, individual, and societal differences this transformation can have either positive or detrimental results. Initially, the immigrant will be faced with an intense culture shock while settling into a new country. During this time, cognitive functioning becomes increasingly jumbled amidst the new context, resulting in immense identity confusion. This process of acculturation involves two specific issues regarding identity for each individual. These two issues include the delicate balance between remaining ethnically distinct by retaining their cultural identity and the desire to maintain positive relations with the new society. A variety of

This paper will identify the ethnic identifications within individuals. Ethnicity is part of everyone’s identity development. Individuals may have one ethnicity or multiple, depending on their current location, homelands, generations, religion, environment, language/dialect, physical appearance, and more. A cultural individual is considered ethnic either by being first, second, or third generation. According to Phinney (1989), there are four stages of ethnic identity development: diffuse, foreclosed, moratorium, and achieved. They describe when an individual explores or does not explore their own ethnicity, and accepting clarification and understanding of ethnicity. An individual can be placed within these stages throughout their developing lives. It is important to recognize these stages within an individual to better apprehend their identity and where they perceive their own identity in their position.

Chen’s state graduation rate data referenced the U.S. Department of Education to compare against her national percentages; this strengthened her findings. According to Nhan (2012), the Department of Education did not release national averages for race/ethnicity groups because several states had requested deadline extensions for these numbers, resulting in an incomplete data set. Thus, California’s progress is difficult to measure against that of the United States. Additionally, Chen’s results did not provide the rates for sub-divided racial/ethnic groups like that of California. This difference in how students are labeled and/or reported may skew the national population demographic for each of Chen’s three reported minorities. In spite of this, her data portrays that Asian and Latino students in the U.S. have significantly lower graduation rates than in California. Nationally, recent immigration and non-high school attendance in the U.S. contributes to the low percent for Latino students (Child Trends, 2013). Adversely, graduation rates for Black students in California reflect the national average. Overall, these statistics point out that educational resources need to be more effectively allocated to focus on California’s Black communities and to Asian and Latino communities nationwide.

The topic that I chose was that colleges and universities should not use affirmative action in determining which students are accepted. I am personally against this issue and it should be dealt with immediately. Affirmative action should be banned in all parts of the world. Colleges and universities should not use affirmative action because it gives students an unfair advantage, it does not matter what ethnicity you are, and it is illegal. I believe that colleges and universities should not use affirmative action.

The formal educational experiences of these students are as diverse as the circumstances which brought them into the United States. Many of these immigrant children have numerous lapses in their education or with little to no education at all. On the other hand, some of these children who enter the US have vast amounts of knowledge some students are either right at grade level or even above.

“As we journey through life, identity and belonging must be consistently renegotiated.” Each person’s identity goes through a process of stages in order to be fully developed and be a whole identity. Some people needs more time than others to attain a full, whole identity. There are many factors which play a role in sharpens people’s identity such as the environment that the people love in and the experiences that they went through. Undoubtedly, immigrants, especially those form two different cultures, need more time to achieve a stable and whole identity as they become trapped between two cultures, unable to categorize themselves with a particular one. For instance, it is very hard for Asian Americans, especially the first and second

how to woo and manage all differences within the age gaps of an organization. Management in turn sets the tone within organizations. Understanding and celebrating multigenerational differences should in turn start with management then trickle down to employees. This could help to create better collaborative working groups across multiple generations and in hindsight help to bridge the generational gaps in organizations.

Student’s success not only depends on themselves but also on their cultural background. In Asian cultures, education is the top priority and people will looked down on those who did not get education. This probably is the reasons that why Asians immigrated to the United States for a better education for their children. Scholar Galarneau and Morissette states that the reasons for Asian immigrants moved to U.S is “Due to factors such as language skills, non-recognition of credentials, schooling or foreign experience and the quality of education for nationals of relatively young countries of origin.” (Galarneau and Morissette, 2009) Student’s academic success most is due to family support. Which means that the more parents are willing to support their kids in school, their kids will most likely to success in

While the 5 people in my sample all come from different backgrounds and countries, they all have a similar story. All of them come from homes with very low-income families and under-educated parents. Out of the 5, two were immigrants themselves, and one was the child of immigrants. The age ranges were between 18 and 37, and there were 2 females and 3 males interviewed. One interviewee was from the Philippines, one was from China, and the rest were from the US. The purpose for these interviews was to study and learn more about the lives of first generation students, even if it is a small sample.

Graduation rates of people of color are not the same as white people, and that is a problem. The national graduation rate for the public school class of 2000 was 69%. The rate for white students was 76%, for Asian students it was 79%, for African American students it was 55%, for Hispanic students it was 53%, and for Native Americans,

The research circles around ethnic self identity and it begins by first understanding what identity is as such. It brilliantly constructs the different identities that can be consumed as roles.It was studied that the immigrants’ children surface from the merging interaction of ethnic and racial labels and categories imposed by the external society and the original identifications and ancestral attachments asserted by the newcomers. They are impressionable and may be positively assumed to be different across historical contexts, across different developmental stages throughout the life course, and across different social situations. The survey instruments used was not directed to examine situational contexts in which ethnic self-identities

The topic that I have chosen is interviewing an adolescent about the moral choices they faced in their life. I have chosen this topic because I think it is very interesting to know how adolescent think and make decisions. I believe that adolescent have a very different way of thinking, and it would be interesting to know how I went about making my decisions (and still do considering I am still a teen) and why I did them. In addition, I have took a course very similar to this one in High school and I really enjoyed the unit of adolescent and how they function. I also have chosen the topic because it was only the resource I have available.

Latin American migrants, for instance, have not demonstrated a similar accomplishment advantage as different groups and will probably drop out of school (Xu, & Chi, 2013). Additionally, the Scholastic execution has a tendency to decay the more the immigrants continues to dwell in the U.S. (Motti-Stefanidi, & Masten, 2017).), as poor minority students correctly may absorb to an urban underclass of associates contradictory to the instructive Social support, stress, and adjustment four foundation (Mood, Jonsson, & Låftman 2016).Some of the challenges experienced by them include family and companion values, dialect problems, financial status, family and school pressure. Other problems are racial and ethnic partiality, the youngster 's age and personality, and loss of social connections, states of relocation, ethnic ID, cultural assimilation, biculturalism and challenges to adopt with new cultural values.

The generation gap between Chinese immigrant parents and their children stems from social and cultural differences. Cultural Chinese norms are extremely different from traditionally American cultural norms which leads to children having to deal with parental expectations. There are largely pronounced differences when it comes to goal orientation and success as explained by Zhou, many immigrant parents have a very one dimensional approach when it comes to education and see it as the only route for guarantee success in the future (Zhou, 478). Views on the ways to achieve goals varies greatly between immigrant parents and their children that are born in the United States, ultimately leading to conflict. The generation gap relies heavily the perception national origin and culture and therefore greatly affects social structure within immigrant families by placing extreme pressure of the children of Chinese immigrants through the need to succeed in America; neither generation is familiar with or understanding of the same norms or values. In terms of the larger social and cultural structures, a big factor for Chinese immigrant families is their neighborhood and the ethnoburbs, which are ethnic enclaves, within them. Within this neighborhood context, Chinese immigrants are able to use resources and build communities that in turn helps manage the contention that surrounds the generation gap. By enrolling in program with children of similar background, the children of Chinese