• 210 likes • 238 Views
Power point Presentation. Robert Clark CURR 580 Cultural Competency. Urban Education: Challenges in Educating Culturally Diverse Children. By Min Zhou. “Demographic Changes in Urban America”. Stagnant growth in White Population (3%)
E N D
Power point Presentation Robert Clark CURR 580 Cultural Competency
Urban Education: Challenges in Educating Culturally Diverse Children • By Min Zhou
“Demographic Changes in Urban America” • Stagnant growth in White Population (3%) • Moderate growth in Black Population (21%) • Rapid Growth in Hispanic (61%) and Asian (69%) Population
Racial / ethnic population unevenly distributed and most concentrated in certain geographical and urban areas • Black population (South – 54%; Midwest – 19%; Northeast – 18%; West- 10%) • White population (South – 34%; Midwest – 25%; Northeast 20%; West – 21%)
Hispanic population ( West – 43.4%; South 32.8%; Northeast 14.9%; Midwest – 8.9%) • Asian population (West 48.9%; Northeast – 20.7%; South 18.8%; Midwest – 11.7%) • Ethnic populations mostly located in big cities ( i.e. New York, Chicago, Los Angeles)
Diversity among ethnicities • 48% of Hispanics identify themselves as White • Among Hispanics - 58% are Mexican; 9.6% are Puerto Rican; 3.5% are Cuban • A new group of Latinos immigrating from Central and South America ( i.e. Dominican Republic, El Salvador, etc.) • Hispanics from South America and Cuba are more educated and have lower rates of poverty
Among Asians: Chinese and Filipinos are the largest group, followed by Asian Indians, Koreans, the Vietnamese, and the Japanese • Compared to Hispanics, Asians are better educated and more affluent
Residential Segregation • Levels remain about the same • “Whites live with Whites” • Minorities are mostly in metropolitan areas • “Black – White segregation remains very high in metropolitan areas with the highest Black populations” • “Asian – White and Hispanic – White segregation relatively low when compared to Black – White segregation”
Characteristics of children’s population in America • 27% of U.S. population is under 18 • Among children, racial diversity is more pronounced • 44% of children in urban areas are Black, Hispanic, or Asian • Proportion of White children in urban areas is dropping • Segregation = less opportunity to interact with other racial groups in school, social clubs, etc.
“Challenges of Educating Culturally Diverse Children in Urban America” • Challenge not for children to reach parent’s social status, but to advance into the middle class • Education / skills needed to get there • In attaining high school diploma, 2nd generation minorities doing better than 1st or 3rd ( except for Mexicans) • Mexican children fail to “drop in”; need to work
2nd generation’s college attendance also better • Need for greater skills and education with less low skill jobs available
Concentration of poverty • Minorities, immigrants, poor concentrated in cities • “disadvantaged communities” ( isolation from mainstream, ghettos, unsafe streets, overcrowded schools, drop out rates) • Middle class suburban child vs. poor urban child ( supports, stereotypes, willingness to buy into mainstream values)
Children of immigrant parents ( two working parents, less supervision, on the streets) • Language issues ( children translating for parents; children lacking English proficiency and literacy)
Role of Communities • Does the community create resources to overcome disadvantages or do they let the problem get worse? • Study looking at Chinatown, Koreatown, and Pico – Union in Los Angeles • Three factors: 1) variety of community organizations ( i.e. libraries, playgrounds, churches, non – profit, private ethnic businesses) 2) density of organizations 3) organizations connections to children and the community
Koreatown’s success • Variety and density of ethnic churches • Role of private organizations servicing the educational needs of children • Interconnection of Korean businesses (i.e. opportunities for the working class, interaction of middle class with working class in social settings
Limitations of Chinatown and Pico - Union • Ethnic organizations less diversified • Less interconnection • Growth of Chinese middle class • Pico – Union businesses owned by Koreans and Hispanics
Advantages of Coethnic Businesses • Attract variety of coethnic residents including the middle class • Presence of Korean middle class = 1) more diversified, thriving businesses 2) opportunities for Korean children to attend language, SAT, and music schools 3) interaction of classes in church and social settings
Hispanic students vs. Asian students • Common neighborhoods and schools • Asian students performing better in school • Asian student’s access to after – school activities
Importance of ethnic economy • “Density of commercial and social activities” • Improved conditions (i.e. investment, business opportunities) • Sense of community • Social control (i.e. Chinese teenager)
“Density of privately owned educational institutions and businesses” • “Compensate for lack of public funds and facilities” • Academic and recreational programs • “Creation of job opportunities, role models, cultural – specific goods and services attracts middle class and tourists”
Conclusion • “Government’s focus on improvement of enhancing school quality and classroom instruction” • Need to focus on social structures • “Bridge cultural gaps” • “Improve neighborhood organizations”