How are Cultural Differences a Barriers to Educati Essays

How are Cultural Differences a Barriers to Educati Essays How are Cultural Differences a Barriers to Education of Children of Migrants? A large wave of immigrants from Southern Central and Eastern Europe entered the United States between 1890 and 1971. The Europeans who already lived in the United States during this period were from Northern and Western Europe. Because of their cultural differences a "nativist" movement called for halting immigration of new migrants. Nationalism spread widely and influenced national institutions including schools. Schools tried to make immigrants 100% Americans. Schools devoted little attention to needs and problems of Colour. However scholarly attempts were made to recognize needs of native Americans, African American and Mexican Americans and soon thereafter an inter group education movement grew up. Since 1968 the United States experienced a major wave of migration from Latin America and Asia. They exerted a tremendous influence calling for multilateral education to respond to unique needs problems and aspiration of ethnic minorities. The interest of nation states settled on implementing educational policies and programmes that promoted integration of structurally ethnic groups into mainstream society. It was expected "that a curriculum that reflect the culture ethos and experiences of diverse groups within a nation will reduce ethnic polarization and weaken ethnic revival movements". (Multi ethnic Education - James A. Bank- Allyn and Bacon 1994) Children of migrants often face the reality of cultural differences which are unique to them. Unless schools recognize these differences and develop measures that accommodate these differences it is likely that children of migrants may not find school experience worthwhile. Studies have shown that most migrant children face bilingual difficulties. Cultural differences do pose a barrier to education of children of migrants. Historically this has been so. However new concepts like multicultural education seek to remedy this situation. Parents of children who barely survive on low incomes may find that their child's school attendance a heavy load economically and children are preferred to work in the field. A study of Tom Dillow and Erica Rinehart based on interviews with key actors revealed that "when migrants children" enter school they are often educationally behind other children in the school "their parents have had a little education often unable to help their children in learning English while at home." (Tom Dillon and Erica Rinehart interview with Joan Heasly 11/2/98, http://alpha.dickinson.edu/departments.amos/mosaic98/rinehart1.htm) Even today whenever expatriates migrate to another country and when allowed to be accompanied by their family members including children Education of such children raises several issues. Children of professionals who accompany their parents who are familiar with English and a culture not tied down to native customs may have some ease in relating to social context of the host country. Education of children within school system may not pose insurmountable barriers in such situations. However where expatriates are from a different strata of society and have moved into low income or low status jobs, earnings may not be adequate to bear any extra educational expenses of children. This is particularly evident when an expatriate migrates from a country where English is not in use to a country like the United Kingdom where English is the principal medium of instruction. Parents may not be in a position to help or give extra help if their knowledge of English is poor. There is an added conflict when children learn in English at school and speak a native language at home. Bilingualism may expose children of migrants to special disabilities and may cause early school drop outs. The National Commission on Migrant Education in the United States found that migrant children form less than one percent of children enrolled in public schools across the country. Yet it was observed that some school districts have a high concentration of migrant children enrolled in their schools. Parental involvement with schools is a major issue as parents normally seek successful outcomes in education of their children. Parental involvement is beneficial and may assist in achievement based outcomes through school systems that prepare students for rewarding careers and schools are expected to provide these outcomes. Research findings report that minority or low income parents are often under represented among ranks of parents involved with schools. It may be lack of energy or embarrassment or shyness of parents educational levels or linguistic abilities or ignorance of structure of schools, it may be perceived lack of welcome by Teachers and the administration or fears that restrain parents to support children schooling. Whenever parents are educated and support children they make a distinctive contribution to children's achievement in school. (School improvement research series. Parents involvement in education K. Cohon Wikeluma -http//www.nwerl.org/scpd/ siri/3cn6.html) In an attempt to explain cultural differences in communities one