Made in America: Chapter 8

I was completely astounded by the fact that the principal of Madison was oblivious to the immigrant population in his school.  This made me even more upset than learning how ignorant the teachers were in regards to their ESL students because the principal runs the school – he/she sets the example for the rest of the faculty.  The fact that he wasn’t even aware of the demographics of his student population was horrendous.  It goes to show how little thought or attention is paid to the immigrant students.  On a larger scale, I think that the principal’s ignorance is a good indicator of how resistant the rest of the country is in regard to increasing immigrant populations. 

It was absolutely ridiculous to read that the teachers and administration at Madison viewed diversity as accepting everyone as equal, the same.  They all claimed not to notice skin color or cultural/ethnic indicators; instead, their students are a giant melting pot and all get a long.  The principal even went so far as to call it “the real world.”

I think that that kind of mindset is extremely dangerous when concerning immigrant students.  It is important for them to feel like their heritage/culture is accepted and it is important for them to get quality education.  The teachers at Madison seem extremely selfish; they pass the buck when it comes to ESL students because they feel like it is more work for them.  Their idea that “diversity means conformity” is yet again a lazy attempt to hide their inaction in terms of immigrant population growth.  The teachers and administrators try to hide behind this cookie-cutter view of diversity so they don’t have to spend time addressing the actual issues in the school.

Teachers claim that they don’t see race, but when the students were describing the school population, race was one of the most determining factors of which group you belong to.  The administrators are unwilling to accept that there has been a major shift in the population which requires another major shift in the teaching strategies used.  Instead, they ignore the changes (and the need for change) leaving students behind and condemning many to low achievement levels.

What can be done for schools like Madison?  How can we show teachers that accommodating for their immigrant minority students is not a burden, just a simple task of altering their teaching approach?  Instead of sorting students by age, what would be a more appropriate way to organize students in a way that allows them to achieve their maximum learning potential?

Made in America: Chapter 7

Immigrant students face many difficulties when they move to the United States.  Not only are there many cultural differences that teachers are unaware of, but students may be academically unprepared (little to no literacy) to succeed at an American school.  As in the first example, cultural misunderstandings can be quite common with immigrant students.  Without the teacher having proper background knowledge, it can make an immigrant student's transition into American schools and cultures even more traumatic.  The added pressure to "fit in" makes it that much harder for students to perform successfully and at an appropriate level for their age grade.

To top it all off, many of these students are also facing difficult issues at home.  The book estimates that almost 40% of immigrants in California are undocumented which makes continuing education impossible or extremely difficult and also suggests that most of their families' financial stability is questionable.  Not only do these immigrant students have to deal with balancing their culture and values with American culture and values, but many are also forced to quit school and support their family.

I became increasingly upset while reading this chapter because it made me realize how ignorant teachers can be when it comes to school demographics.  Instead of viewing the ESL students as a group of kids that needed extra help in order to succeed, the teachers seemed to think of them as an inconvenience. In my opinion, this puts the students at an even greater disadvantage because they are not pushed as far as mainstream kids, not given the same opportunities for successful learning acquisition, nor are they expected to achieve much.  In one section, Olsen writes "continuing LEP students have been gloomily labeled "ESL Lifers" by staff" (154).  This absolutely disgusted me because it was a label created by the teachers.  How are we supposed to expect students to succeed when we've already stacked the deck against them?  As a teacher, part of our responsibility is to give our students the tools they need to succeed and to learn; it shouldn't matter if the student is mainstream, ESL, or special education.  All students deserve the best education we can offer.  It is unprofessional and irresponsible to give our students anything less and put what is easy before what they need/deserve.

Chapter 6

For me the most interesting thing about this chapter was that the majority of immigrant families felt that they would lose their morals or innocence if they allowed their children to live the way that "American children" live.  The students also seemed to think that white children disrespected their parents and family names by the way that they behaved.

• American teenager girls "'are so open' and... 'so free'"(124).  Although I was aware that women in other cultures have less freedoms than those in the United States, it was amazing to learn that this included simply talking about their own problems or concerns. America is viewed as seductive, provocative, and dangerous from a  Newcomer's perspective; America is a place that they must protect their children from.
• For many immigrant girls, it is necessary for them to work and support the family so their brothers can continue with their educations and provide a better future for the family.
• One of the most significant passages that I read in the chapter was when a father spoke about his daughter, Leticia.  He said that "[she wants to be like them, but she doesn't see that those girls have lost their values.  They dress like they want the boys, and they don't go home to their families...She tells me this is not Mexico and doesn't want to listen to me. I am afraid what will happen to her here" (130).  It was shocking to see that immigrant parents were so afraid of what will happen to their kids here.  My parents are afraid if I leave the country because they fear the violence.  Immigrant families are afraid for their children here because they fear a loss of values.  I think that this is an extremely significant indicator of how different other countries' cultures are in comparison to the United States.  This is something that, as future teachers we must be aware of.   So many immigrant children are being sent back to their homelands because of this overwhelming fear of becoming "too American.

From this chapter, I am mostly curious about how this family fear of Americanization coincides or conflicts with the adolescents' views on becoming American, fitting in, and growing up in a second country.  How does this sort of familial conflict impact their behavior in the classroom?  If girls are only allowed socialization in school, could that account for why they talk more or are not as attentive in class as immigrant boys, whose main responsibility seems to be to create a better future for their families.

Made In America Chapter 5

• "For not to be able to define one's race is not really to exist on the social map of the non-newcomers."
• As a member of the "white, privileged" group, statements like these are not easy to hear.  It is hard to me to understand how much race defines other people's identities and the struggle they go through to form those identities because my race is, at least in my mind, so far from my identity.  I don't see myself as a race.  How does this "social map" play out in the classroom?  Does it hurt the student's learning when they stick with people they know and feel comfortable around?  Do the racial divides promote student learning because it creates a comfortable learning environment or does it hinder student learning (specifically in regards to learning English as a Second Language).
• "acts white"
• This is something that I've heard frequently in both my own experiences in middle/high school and during my observations at Von Steuben Middle School.  Many of the ESL students that identify with the Latino group discuss fellow classmates who do not identify with the Latino group as "acting white."  These students still talk in Spanish in class and have the same difficulties with learning English, yet they have a different presentation - they dress differently, behave differently, aren't as outspoken, and typically keep together with the few other students who "act white".  It's interesting to see the different behavioral values that are associated with each group and how those stereotypes play out when working with the students one-on-one and in group settings. 
• "Several teachers spoke about how it was divisive to 'make education an ethnic, political thing" (114).
• I was kind of shocked when I read this.  Even with my limited experience in the classroom, and my failure to notice my own race, I still see how racially and politically charged the classrooms are.  There is so much tension between what can and cannot be discussed because of those racial and political issues that fuel our education system and determine what is appropriate or not.  In Von Steuben, it is particularly easy to see that the ESL students feel separated and othered from their non-ESL peers because of how racially divided and motivated the school is.  I think that it is almost inevitable that when a group of people divide and separate themselves, that one or a few groups be favored.  It's not right, but you see it all the time in school and work settings.  It's ludicrous that these teachers failed to see that.  The students weren't making is "an ethnic, political thing" by walking out, they were responding to "an ethnic political thing". 

Made in America Chapter 3

This chapter was really eye-opening for me.  For the first time in a long time, I became aware of the impact of race and the impact of my "whiteness".  Many of the students in this chapter expressed an affinity to exploring racial issues or to exploring their own racial identities and the social consequences of those identities.  Perhaps one of the most interesting parts of the chapter was seeing how the white students felt about race.  In a predominantly "white" society, where white culture is most accepted and sought out as "American," people who are white do not typically feel the social consequences of race.  By that, I mean that white people do not always understand race or what it means to be white.  It is not uncommon for people to be labelled by their race, but most white people in America do not feel racialized at all.  It is a very rare occasion that I even think of myself as "white".  We live in a culture that is so racially charged, yet whites often do not feel that pressure because of their dominant and privileged position in society.

The students who were asked to research what it means to be "white" and what "whites" experience at Madison came up with some very interesting conclusions:

• "She's black and I'm white, and that's that" (69).
• "But out in the world, I never have to think of myself as white - only here" (69).
• "We don't think of ourselves as white until someone makes us think of ourselves as white" (70).
• "It's all in how we see each other. We make each other racial"( 70).

It was amazing to me to see that these high school students were so aware of the privilege behind their race. I think that the young boy who claimed to only be racialized in Madison was implicitly aware that his "whiteness" held power and prestige outside of the diverse school walls.  He didn't feel his whiteness outside of school because he wasn't a numerical minority outside of school and he (most likely) lived in a predominantly white neighborhood.  

For me, this chapter poignantly called attention to my own lack of cultural awareness and my implicit acceptance of my social dominance because of my white skin color.  I attended a diverse high school, yet I would say that most students "acted white" if they were not white and the rest of the student were actually white.  After high school, I went to a community college that was predominantly white, and the ISU (again predominantly white).  I have been submersed into a predominantly white culture and never felt what it was like to be a minority.  The white students at Madison were a numerical minority and because of this they became acutely aware of what other students of color were "privileged" enough to receive. It was interesting to see how slighted they felt in Madison because people of other racial backgrounds seemed to be given more attention - whether it was classes offered on their heritage or a higher acceptance rate into the advanced courses. 

Coming from a "white privileged"background, this makes me wonder if all minority students feel this slighted.  Also, what can I feasibly do as an educator to be inclusive of all cultures/racial groups?  How can I ensure that a culturally inclusive atmosphere is adopted throughout the entire school, no just my classroom?

Made In America Intro-Chapter 2

Introduction

As I began reading “Made in America”, I was really excited to see what Laurie Olsen would do with her research and how she would address the issues of racism, prejudice, and multiculturalism.  I am really interested to see how Madison High School is representative of our nation and how, as a future teacher, I can use this knowledge base and Olsen’s experiences in both my ESL and mainstream courses.  I just finished re-writing my teaching philosophy and incorporated the issue of multiculturalism.  As I stated in my philosophy, teachers are now faced with a global classroom and the challenged that accompany it.  I really am looking forward to seeing how Olsen’s research and experiences pan out.

Chapter 1

The first thing that struck me when reading Chapter 1 was the student Patty’s comment about the Chinese students and their game.  I thought it showed an interesting dynamic within the school – students might be interested in other cultures and languages but do not actively engage (or attempt to engage) in the other cultures.  Patty could have asked to learn the game, or asked more questions about why they play that game, but chose not too.  I’m not sure if this is setting a general tone for the entire student body/school, but It made me stop to think about how I would actually address and embrace a multicultural learning community.

I think that it is extremely important to understand the history of the cultures in my room, and their stories of immigration.  I really enjoyed the brief history lesson on California immigration and changes in the schools.  I’m fairly unfamiliar with the history, so it was a nice background to the dynamic of Madison High School.

Chapter 2

This chapter really hit me.  It was incredible to read some of the stories and experiences that these newcomer students had.  For example, one of the students, Carolina, talked about how she had been laughed at when she first moved to America by the “native-borns”.  She felt completely isolated and ashamed of who she was because she hadn’t yet learned “how to be American”.  After reading this, I completely changed my idea about the experiences immigrant students have – it isn’t just about learning to speak English or write in English, it is about learning how to be American (what to wear, how to act, how to play sports).  All of the things that native-born students think are inconsequential are actually a really big deal for immigrant students.  It was so powerful to read that the students were so afraid of the laughter.  Being made fun of seemed to be a bigger concern than making errors on homework.  It was cause for much of the immigrant students’ anxiety, silence, and isolation.

I really struggled with this chapter because it was difficult for me to imagine what this sort of self-induced separation would look like.  At the high school that I went to, almost all of the groups were interracial and multicultural.  It was almost shocking to me to read that some students felt so isolated.  I’m not sure if this is because we had a low level of ELL learners, or if I was just unexposed to and unaware of this separation and isolation.

Cary Chapters 9 & 10

Chapter Nine
Second Language Acquisition can be difficult for learners at any age, especially when they are forced into an English Only setting.  I liked how Dolores incorporated many of her students' home languages into the classroom in order to create a sense of inclusiveness that balanced both English an LOTE.  I definitely agree with her idea to incorporate many different types of parent/college student aids, but I also question the feasibility of providing such support for my future students.  The text said that Dolores usually had at least one aid to act as a resource for her students every day.  I think that it is amazing she had so much help and involvement from parents and community members.  Realistically though, I think it would be really difficult for me to find aids that would be able to support each of my ESL students at a high school level.

However, I still thought that Dolores' experiences could be relevant and helpful in my future classroom.  For instance, I liked how she published a classroom newspaper that encouraged her students to engage in the material and experience an editing process.  Along writing the jokes and articles for the newspaper, the students also had to review edit each other's submissions to choose the most acceptable or 'news-worthy' entries.  This is a great idea for ESL learners because it allows them to get comfortable with the idea of having their English corrected in a low-anxiety setting.  It also shows ESL students that native English speakers need help and editing too.  The newspaper also creates a project that encourages more advanced writing and reading skills and acts as a visual representation of the students' progress.

I wish that the chapter would have covered more ways to relate to our ESL students whose native languages we are unfamiliar with.  Dolores offered useful tips like the classroom aids and focusing on both first and second language development (not just support!), but it just seems impossible in certain school and community settings.  How are we supposed to reach these students without access to so many aids or in a district that does not support a bilingual classroom?  How do we encourage students that their first language is important and worth developing when we are working in communities that are typically English Only?

Chapter 10
This past weekend, I went to the Illinois Association of Teachers of English conference in Springfield.  In one of the sessions, we talked about including games in the classroom and motivating students through some sort of reward.  I was reminded of this reward concept when Toby offered art work exposure to his students which extrinsically motivated them to collaborate and produce high caliber projects.

Initially, I was a little shocked by the level of racism that Toby felt he was experiencing in his multilingual classrooms.  Especially for the 5th grade, his students seemed to be expressing some pretty intense feelings of hatred or discontent with speakers of other languages.  It was brilliant that Toby created a project that required students of various language and cultural backgrounds to collaborate in order to get the extrinsic rewards that were offered.

The real take-away message from this chapter is that in order to avoid conflict (or manage conflict when it occurs) teachers need to establish and encourage multi-cultural exploration and understanding.  Toby attempted to gain multi-cultural understanding to stop the conflicts in his classroom by exposing students to the cultures they were mocking and requiring interaction with students of other cultures and language backgrounds.

These types of conflicts are prevalent in various educational settings, whether it is your classroom, the hallways, or an after-school program, and typically require immediate and comprehensive attention.  Cary listed several different scenarios based on grade levels that could potentially cause conflict in the classroom.  As a future teacher, I thought that this was really helpful because it allowed me to consider how I would handle situations that I haven't experienced yet.  Personally, I think that encouraging a multi-cultural classroom that is open and inclusive is most effective in deterring peer conflict.