PowerPoint: “The Role of Chinese Language-Heritage Schools in the Empowerment of Children & Youth of Immigrant Parents.”

7/31/2019 PowerPoint: The Role of Chinese Language-Heritage Schools in the Empowerment of Children & Youth of Immigrant Parents.

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Te Role of Chinese Language-Heritage Schools in te

Empowerment of Children & Youtof Immigrant Parents

Ricardo D. Stanton-Salazar, Ph.D.

University of Southern CaliforniaLos Angeles, California


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Chinese Americans Today


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Early Chinese Immigraon


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1860s: Building the Railroad


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Guangdong Province


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Chinese Exclusion Act: 1882


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Stressors associated with Migration

lack of knowledge of host culture and language barriers challenges of learning new processes and customs separation from extended family isolation of elders in the home difficulty in establishing new family/ peer supports loss of social support from friendship network in home country economic uncertainties [for many] downward social mobility, barriers in accessing health services climatic and food changes discrimination and prejudice by mainstream population changing gender roles and marital conflict:Domestic violence exposure to violence, crime, and gangs in high-poverty neighborhood


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When you are at home, you depend

on family. When you are abroad,you depend on your friends.


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Lano Students in te U.S.


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Chinese Students in te U.S.


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Pierre Bourdieu


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Connec(ons


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Definitions

Social Capital: resources and opportunities thatcome to us through connections orrelationships with resource-ful individuals

Institutional Agents: those individuals, wellpositionedin the schools and other institutions,who have the capacity and commitment to

provide us with:

valued resources and opportunities, andwith connections to other key & resourceful

individuals


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Instuonal Support

e.g., Funds of Knowledge


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Social Capital II

.entails those integrative properties of certain

communities institutions, and networks:

trust,[ethnic] solidarity,enforceable norms, andreciprocity


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Chinese Language/Heritage Schools


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As a 2004, 645 schools have been established

across 47 states, enrolling approximately .

100,000 students


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Ac#vi#es

Chinese-language classes Classic Chinese painting and calligraphy

Handicraft, origami, Chorus, band, Dancing, Abacus, Martial arts, Pin pong, tennis, and basketball.


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ACADEMICS

academic tutoring classes, such as math, English reading comprehension, English composition, and SAT subject test preparation.


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Underlying Objectives of Schools

to reinforce ethnic culture, heritage, andChineseidentity,

to help U.S.-born or U.S. raised childrenintegrate into mainstream American society to provide a wide range of tangible supplementary

(rather than competing) services to help childrendo well in regular schools and ultimately gainadmission into prestigious colleges.


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nonfamily adult agents in the socialdevelopment, school achievement, and socialmobilityof adolescents


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talented individuals embedded in interpersonal and informalnetworks,

citizen associations, private businesses, government agencies, business associations, non-profit organizations, social service organizations,

formal and informal athletic and recreational associations,and

formal public institutions (e.g., schools, colleges, libraries,and parks).


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Multiple Functions of Chinese

Language/Heritage Schools

A.Relationships with institutional agents(teachers, school counselors, business leaders,

community leaders, other professionals)

B. Pro-academic peer network (friends)

C. College Preparation

D. Community Service

E. Advocacy


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Informal Functions of Chinese

Language/Heritage Schools1) child-care2) Building new community3) People of differentsocial class & Englishproficiency mix4)Social Capital5) Opportunities for adults to serve as

institutional agents for youth and other

adults


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We hang out here and participate in a variety

of things that we organize for ourselves,

including dancing, fitness exercise, seminars

on the stock market, family financial

management, and childrens college prep. I

kind of look forward to going to the Chinese

school on Saturdays because that is the onlytime we can socialize with our own people in

our native language.


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WHY ARE CHINESE IMMIGRANT

ENCLAVES ABLE TO PROVIDE A

SYSTEM OF SUPPORT

THAT MANY OTHER IMMIGRANT

COMMUNITIES CAN NOT?


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Human, cultural, and economic capital

1) [today in the U.S.] about 65% of the foreign-born Chinese between the ages of 25 and 34

hold a college degree

2) and 91% have a high school diploma.


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Human, cultural, and economic capital

1) Chinese businesses (entrepreneurship)2) Ethnic organizations3) Chinese Language/Heritage Schools4) Chinese-language media: television, radio, &

newspapers


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Enepreneurship


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Preserving Chinese Language

in the US ?????

f)w)chng)zh),hu)b)dn)xng)

pinyin:shshngwnnsh,zhpyuxnrn)

Documents

PowerPoint: “The Role of Chinese Language-Heritage Schools in the Empowerment of Children & Youth of Immigrant Parents.”