Why Is The Gifted Program Is From An Education Standpoint?

According to the National Education Association (NEA), the Hispanic culture is one of the fastest growing culture groups in America (2016). “There are 41.8 million Hispanics in America, representing 14.2 percent of the U.S. population, with estimates for growth to nearly 20 percent by the year 2050” (NEA, 2016.papa.1). The Hispanic culture believes that their family is a very

There is a phenomenon happening in most schools throughout the country. Asian students as young as seven years olds are labeled as gifted and enrolled in various accelerate programs to further develop their talents. Certainly, most of these students are deserving of the honorable recognition. However, many skeptics do question how many of them are viewed as exceptional students based upon the stereotype: they are genetically smarter than their non-Asian peers.

Firstly, achieved statuses are more important than ascribed statuses as achieved statuses differentiates people from one another, especially when they are taken into greater regard than ascribed statuses, which then in turn affects other people’s perception of them. One example of this is education in Singapore, where the greater emphasis on one’s results places the spotlight on individual achievements. Students are judged by others based on how much they score for tests and what grades they get. One of the first things family members ask students when they meet them is how they are doing in school. Furthermore, there are programmes in Singapore that provide greater depth and breadth of content for students, for which the students are selected based purely on merit and ability. The Gifted Education Programme (GEP) is one such programme that aims to identify individuals who are “gifted” and provide them with a more enriched programme. All students in the country take selection tests in Primary 3 and the top 1% of the cohort is identified for the programme. The selection test does not discriminate based on one’s ascribed statuses, be it race, religion or nationality.

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 author went on to state that once we act on our personal and professional connection to different cultures in our lives then members of the racial continuum of color populations of Brown, Asian, Native American and multiracial will be able to gain presence, position and power in our schools. To sum it- we

they have to it, and lure of the “adolescent peer culture, and aspirations to join the American mainstream culture”(Munguia, 7). In addition, the parents of the immigrant students and other members of the family have very different understandings and attitudes about the American school system and how they operate. Some of these ideas and thinking reflects the parents/family member’s own experiences with schools, cultural and religious values, and the reasons why they left their country of origin to come to the United States. Correspondingly, their involvement and engagement with the inside their homes, new culture and with the school can vary. Moreover, if the youngsters learn to cope in the new environment faster than their parents do, they

It has been proven by psychologists that education and learning first begins at home through the family. The author’s of this text, Hawley and Nieto, touched ground on this fact while they discussed the racial differences on education for families. They went on to express that like any other family for instance, culturally diverse families value education as well. All families share a similar positive outlook for their children, especially to break the poverty cycle. This idea brought about appeals for value that everyone is equal and deserves fair education so that professional educators may notice that all students want to prosper. However, most ethnic families feel ultimately unwelcome and out of place when it comes to their child’s education, which led to less involvement in the classroom. It is seen here that the school is supposed to be a place

More specifically, it will be concentrating on exploring cultural identities and diversity as Asian American students in higher education. As well as this, my thesis will address the factors that influence their experiences. Some of these include, but are not limited to: financial issues, language barriers, and lack of opportunity, lack of diversity and representation, and familial obligation. In addition, it will investigate how immigration history and familial influence affects the college journey and the understanding of one’s

Prior to this course, I had little to no knowledge on Asian Pacific Americans (APA). After weeks of discussing and analyzing material that dealt with the hardships that minorities such as APA individuals faced, I can conclude that this ethnic group underwent experiences that were not too uncommon from that of Latinos and African Americans. Since population in California today, consist of an average of 60% Asians and Latinos as stated in the book, “Learning English/Learning America” by Juana Mora, Gina Masequesmay, Eunai Shrake, and Ana S. Munoz, it is safe to say that students in classrooms nowadays are mainly those within these ethnic groups (Mora, Masequesmay, Shrake, and Munoz, ix). I will be focusing on three of the many stories APA and Latino students have to share in this book, that I felt related to me most as I also, am a second generation student.

American culture, they often develop a sense of membership in the United States despite their legal status. For many, the United States is the only country they have ever known (p. 268). In a sense, these students feel they are a part of a system that is trying to exclude them despite their similarities and integration into aspects of that system.

Although she utilizes several anecdotes throughout her journal, she does not supply readers with any systematic evidence. For example, Ariza offers several recommendations on how to include immigrant parents, but she barely offers any statistical or factual evidence to support how her suggestions would actually work. Her journal could be strengthened by additional research on family interaction in student education. Furthermore, the inclusion of statistical data regarding parent involvement and student success would help support her argument. In addition to evidence, Ariza could strengthen her article by focusing only on parent involvement of immigrant families. Although having additional information about how a student’s culture effects his or her behavior is informative, student behavior in the classroom is irrelevant to the main argument of parental involvement in the journal and does not fit together with her main points. Ariza lacks evidence to support her claims, and the lack of evidence ultimately weakens the argument of Ariza’s journal article. Considering she fails to offer much evidence, readers are lead to believe that her assumptions and suggestions regarding non-native parental involvement are

There is an astonishing differences as well as similarities between Mexican and Asian Americans. In addition, as stated in the text book, both racial groups have a great variety of conflict due to the way they view themselves. For example, Mexican Americans believe that Asian’s are “unscrupulous, crafty and devious in business. While Asian Americans believe that Hispanic Americans “tend to have bigger families than they are able to support” (Racial and Ethnic Groups, 46). However, both ethic groups share a common value in strong family ties.

As the immigrant population currently projected to overtake latinxs and hispanics as largest group of residents in the United States of America, Asian Americans have shown their will to survive in a way that many groups have not, and that is by banding together in order to achieve the life they deserve. Taking the overgeneralization of pan-ethnicity and using it as a device for increased numbers and support for the causes of a group of people who otherwise may not have much to do with each other, is a testament to how vulnerable they must have felt as well as how successful they have managed to be many aspects of progress. What I have gained from this course is the understanding that at the root of ethnic studies and the Asian American community is the “for us, by us” sentiment that contributed to the blurred lines between the different part of their communities as social, political and cultural, structures, collectives and groups which came out of an obligation and necessity to protect those immigrants and their future generations from a country which has always pushed European superiority in all aspects of society.

In the article, ‘The Color of Family Ties: Race, Class, Gender, and Extended Family Involvement,” by: Naomi Gerstel and Natalia Sarkisian, they conducted a study on black, white, Latino or Latina families to confirm the assumption that the minority family is not like the white family. In terms of family ties and the lack of unity between family members. Throughout the article, the two authors provide data for the audience to compare and contrast. Gerstel and Sarkisian includes the ethnicity, class, gender, and the involvement with other family members in their study to show that even with a different background and ethnicity, people can still cope physically and mentally. In addition, with the obstacles and difficulties black, white, Latino

The Asian American success frame not only emphasizes the role of efforts, but also defines success as straight As, admission to elite universities, and the top four professions—lawyer, doctor, engineer, and pharmacist. Believing that social mobility is possible in the United States, immigrant parents ensure their children’s success by strictly adhering to this success frame. At school, Asian Americans benefit from what Lee and Zhou call the “stereotype promise”—the promise of being viewed through the lesn of a positive stereotype. Because teachers automatically associate achievement with Asian American ethnoracial groups, even the mediocre Asian American students are given the benefit of the doubt. As a result, students who are given the second chance work hard and excel academically and this often leads to their confirming of the stereotype. Thus, Asian Americans do not simply have the “right” culture to excel in the United States; the Asian American culture emerged as a result of historical, legal, institutional, and social psychological processes of various actors in the contemporary American