Immigrant Children From A Middle-Class Family

As an Immigrant child, I had a conclusion that all immigrant parents come to America for a better education for their kids. They wanted to give them the opportunity to have a better life that they never had. In American the first thing that I notice was that the airport, weather, and the school are all very different.

The relationship of the first generation to the place of migration is very different from second generations. The first generation immigrants frequently struggle to relocate, to form a new community and to get familiar with new economic, political and cultural realities. Most of them do not know that the country they left behind have transformed so they project onto their children some idealized pictures of a lost country. Therefore, second-generation immigrants are suspended between the American environment through which they are made and the inherited ethics of their parents. The first generation immigrants left in pursuit of the American dream in order to achieve happiness but for second-generation immigrants, things are more complicated

The issues of immigration and deportation have dominated the news. Many of immigrants family are afraid to deport them back to their countries, and they have been in the United States for more than a decade. Children are anxious about their undocumented parents deported. Nowadays, the immigration issue is happening not only in the United States, also it is happening around the world. The threat of deportation is stressful and traumatic for undocumented immigrants because the children are in fear their families separation.

This academic journal was written by Christia Brown and Christine Lee who were affiliated at the time of publishing with the University of Kentucky. This journal shows and explains information from a study of elementary children's impression on immigration and their experience with it that shaped their view. This journal also identifies how different aspects of the children's lives influence them on their

a) My research question is “How can I support the optimal learning and development of immigrant children in my classroom?” The three sub-questions which I have developed to help answer this question are, “What are the challenges that immigrant children face in New York City?”, “How can I include and support immigrant children’s families in their child’s learning and development?”, and “How can I create an environment and curriculum that respects and embraces immigrant children and their families?”

It is very common for immigrant children to be discriminated in school. This can impact the way they learn and the way they view themselves. In the early stages of childhood, children begin to learn how people view each other. The Migration Policy Institute states, “Discrimination can have particularly negative ramifications for the development of young children’s sense of self and social identity. If people around children communicate distaste for their appearance, language, or cultural values, children internalize negative views of themselves. Discrimination is particularly harmful in the early years, when children are in the process of developing a sense of self. There is evidence that

Though we often boast about our country being the best; there are clear discrepancies that demonstrate how we as a society have forgotten about the needs of the lower classes. All of these social and political factors influence and affect the potential for success of children in different rungs of the socioeconomic ladder. Furthermore the “American Dream” is the built upon the belief that hard work will lead to prosperity in this country. However it more or less acts as a veil cloaking the reality that not only are resources stacked against low income communities but access to the resources and specifically those in the educational system are unequally distributed, thus perpetuating the social stratification of the working class and specifically immigrants.

As immigrants move to the United States they bring with them the culture of their country which can be different. This does not mean that it is a bad thing in the education system. It is an opportunity to learn from other culture to make it easier for the child to be integrated within the classroom. In addition, families are not defined by having a mother and father as parents. Families are made up of the many people who live together and care for one another and who may or may not be related. (Gordon & Williams-Browne, 2015) This explains how family is defined in modern society and that children could be living in foster care which is considered their family.

For such a long time (probably from the beginning of the mankind), interacting with kids has been the biggest challenge for any parent out there. Things have become just worse these days thanks to technology. Kids now days tend to know a lot more about tech than the parents do. For instance, they know exactly how to ignore their parents and do whatever they want.

It was the year 2015, eighteen years ago I began to ask questions about various events while wondering why are the people in society the way they are. I wanted to know why do the people living in ghettos behave the completely opposite of the people living in rural areas. However, keep in mind that I am speaking through the view of sectioned populations as an averaged whole. In contrast to viewing people and their living environment, I noticed that most of the upper class children behaved the same way as the middle class children. However, I did not recognize that situation until one of my friends made it visible when he wanted me to come to his home. When I arrived at his home, I was shocked, asking “You live here”. He just replied, “This is nothing. You should have seen our earlier homes and our vacation house”. I then later found out that his father paid for the house cash when they came from France to America; he thought that everyone paid for their homes cash. I explained to him that most people make mortgage payments. Meanwhile, my life was completely changed because of race, social class, and education.

Thank you for the response. It was mainly the communication or language barrier that was frustrating for me. It was a challenge at first talking to the healthcare providers. Some of them were annoyed when I keep asking questions to clarify or asked them to slow down when they speak so I could follow. I did mention “most immigrants are healthier than the U.S.-born population, but within one or two generations they become, on average, less healthy than nonimmigrants, most likely due to the adoption of unhealthy American lifestyles combined with systematic access disparities that prevent appropriate care of chronic disease” (Robles, Gutiérrez, & Avila, 2014, p. 18). I have observed that children of immigrants, who assimilate to the American culture,

The education in America may seem beneficial as it provides opportunities to American citizens; however, immigrants children who are often English language learners have limited opportunities. America doesn't allow the same rights to immigrants who often seek a high quality education, thus negatively affecting their identity, goals, aspirations, and experiences. America creates a vicious cycle where immigrant children try to fit in America by learning English and sacrificing their native identity to academically strive; however as they reach high school, they realize the minimal rights they have for a higher education and minimize their goals or often cease those goals of going to college. Overall, the American education is negatively affecting

Given that the economic and ethnic backgrounds of many immigrant families, they have been placed at a relative disadvantage in the social hierarchies of their host societies, confronted with social stratification systems that will push them toward some opportunities for autonomy and identity and away from others (Portes and Rumbaut 2006).

In the book Child Migration and Human Rights in a Global Age, Jacqueline Bhabha writes about the implications deporting immigrants has on the idea of nuclear families. She references conclusions made by Jean Piaget, a famous developmental psychologist, about the negative impact children feel caused by separation from their parent or parents. Piaget states that the presence of parents is “essential for a child’s development of morality” (Bhabha 20). Research about the impact of separation with regards to immigrant children who are eventually reunited with their parents, reports the complex emotional turmoil experienced by the child or children. Therefore, thrusting a child into the migration process only proves to be more harmful than helpful. Clinical reports reveal considerable negative impacts on children and on family relationships both during and after the “separation phase”. Parents forced to part with their “children may feel guilt, but expect gratitude for the sacrifices that they made for their child, but in reality, the child ends up feeling more anger, and resentment towards the parent for leaving them” (Bhabha

Latin American migrants, for instance, have not demonstrated a similar accomplishment advantage as different gatherings and will probably drop out of school (). Additionally, scholastic execution has a tendency to decay the more extended understudies dwell in the U.S. (), as poor minority understudies specifically may absorb to a urban underclass of associates contradictory to the instructive Social support, stress, and adjustment 4 foundation (). Potential forerunners of alteration in outsider understudies incorporate family and companion values, dialect challenges, financial status, family and school desires, racial and ethnic partiality, the youngster 's age and personality, push identified with movement and loss of social connections, states of relocation, ethnic ID, cultural assimilation, biculturalism and understudy parent cultural assimilation struggle (). By and large, in any case, analysts concur that the present information are lacking and uncertain. The concentration of the proposed study is on the passionate, behavioral, and scholastic change of worker youngsters and teenagers, in connection to their introduction to family stretch and their accessibility of social bolster taking after relocation. The speculation is that larger amounts of family stress and lower levels of social support will