a comparison with united states education compiled by lauren elizabeth lepage harrelson, eastern...
TRANSCRIPT
EDUCATION IN HAITI
A Comparison with United States Education
Compiled by Lauren Elizabeth LePage Harrelson, Eastern Connecticut State University
HAITI’S FLAG“Strength Through Unity”
image credit: http://en.wikipedia.org/wiki/Haiti
A BRIEF HISTORICAL OVERVIEW
The Spaniards took over the island from the Native Americans, who were forced into slavery and who died en masse.
The Spaniards started importing slaves from Africa.
The French took the island from the Spaniards, and imported even more slaves, totaling 500,000 (vs. ~30,000-40,000 total French & mulatto).
HISTORICAL OVERVIEW, CONT.
Sources vary on whether the Spaniards and French cared about and implemented education for even themselves; slaves were generally banned from it, or if they had the chance, they could not use it because of their long hours in the fields.
Some mulattos went to France to get an education, but they did not bother returning to Haiti because they were not allowed to work in most jobs (due to their skin color).
HISTORICAL OVERVIEW, CONT.
The slaves revolted, took over the island, and succeeded in claiming independence as of 1804.
It was a mostly illiterate population, and the new leaders were also illiterate.
Religious groups (notably the Catholics) established private schools that really set a basis for education.
SINCE THEN,A NUMBER OF ISSUES HAVE
PLAGUED THEIR EDUCATION SYSTEM
HISTORICAL ISSUES: frequent political turnover
destroyed various administrations’ attempts at education
a lack of government funds for education especially post-revolution and due to their
indemnity to France majority of funds funneled into cities/urban
areas, where the elite live linguistic barriers in the education
system (schools are taught in French, even though
the poor masses speak Kreyol/Creole)
HISTORICAL ISSUES, CONT.: economic barriers
the poor attend lower-quality schools because they can't afford better ones
private schools are still often worse than public schools
a lack of vocational schools which many Haitians do not support
because it reminds them of their roots in slavery
but which also means that many who graduate from higher education have no available work within their limited economy
a lack of qualified teachers
HISTORICAL ISSUES, CONT.: ULTIMATELY:
a significant class divide between the rural poor and the urban elite
Source:
Harrelson, L.E.L. (2015). The history of education in Haiti: An annotated bibliography [PDF]. Retrieved from http://www.laurenlepage.com/coursework/EDU557/E4%20-%20Harrelson%20-%20History%20of%20Haitian%20Education.pdf
CURRENT POPULATION
Chart credit: https://www.cia.gov/library/publications/the-world-factbook/geos/ha.html
U.S. POPULATION
Chart credit: https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
IMMIGRATION TO THE
UNITED STATES
HAITIAN DIASPORA (2009) 830,000 people with Haitian ancestry
(0.3% of U.S. population), mostly in:Florida (376,000)New York (191,000)Massachusetts (Boston), New Jersey, &
Connecticut 59% are foreign born 81% “speak a language other than
English at home” 1 out of 5 living in poverty
SOURCE: (U.S. Census Bureau, 2009)
REASONS FOR IMMIGRATION Two waves occurred during political
instability in Haiti (Doucet, 2011, p. 2711-2712)1950s & 1960s, under dictatorship of
Duvalier middle-class educated professionals left Haiti
1980s, under dictatorship of Duvalier (junior) the less-educated and poor took refuge overseas
The U.S. is the main destination for Haitian immigrants today (Ferguson, et al, 2014, p. 624)
Most come “largely in pursuit of better educational opportunities for their children” (Cone, et al., 2013, p. 266)
STUDENTS & IMMIGRATION Haitian middle and high school
counselors in the Boston area state that “many Haitian students have been granted legal status under false pretenses” “doctored birth certificates showing an
earlier birth date (18-year-olds became 15-year-olds)”
“aliases” (Doucet, 2011, p. 2719)
THE HARD REALITY
Immigration:
Haitian Life in the United States for many Haitians begins with a significant diminution in social status, evident in the kinds of employment typical of new Haitian immigrants. …
“
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… Former teachers, accountants, or government bureaucrats often find themselves working, at least initially, as taxi drivers, nannies, or custodians. …
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… Even more fundamentally distressing for many Haitian immigrants is the discovery that, by virtue of their race, they are considered by many to be an inferior group in U.S. society. … As Zephir put it, ‘as Black people, their ‘proper’ place has already been reserved for them at the bottom of the ladder.’
(Cone, et al., 2013, p. 270)
“
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These [societal] structures insidiously push Haitians as Blacks, immigrants, and non-English speakers into a low socioeconomic class, with little opportunity for educational or economic advancement.
(Cone, et al., 2013, p. 271)
“
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HAITI’S CURRENTEDUCATION SYSTEM
AN OVERVIEW OF KEY PROBLEMS: “limited financial support” “inadequate resources” “antiquated curricula”
(all above: Cone, et al., 2013, p. 265)
“unqualified and unmotivated teachers” “lack of textbooks” “uncoordinated development of
curriculum and instructional materials” “poor facilities”
(all above: Salmi, 2000, p. 171)
These deficits do not reflect a devaluing of education. Instead, they are largely a consequence of limited family income and limited systemic supports for education.
(Cone, et al., 2013, p. 265)
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SCHOOLING AVAILABLE Education is a business enterprise. Mostly private schools (92%!)
largely unregulated w/o state aid “more than 75 percent of the private elementary
schools do not have the mandatory licence [sic]” (Lunde, 2008, p. 14)
“second highest proportion of private school enrolment in the world” (Salmi, 2000, p. 163)
2/3 of private schools are religious (Catholic)
non-denominational schools include community schools & commercial schools above: (Salmi, 2000, p. 167)
[Commercial schools], called e coles borlettes, are named after the local lottery, because it is assumed that children attending these schools have the same probability of graduating as winning the lottery.
(Salmi, 2000, p. 167)
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SCHOOLING AVAILABLE, CONT. Public schools
capacity issues, thus limited enrollmentmany principals require that parents pay a
fee for materials since the Ministry of Education does not provide for it (Salmi, 2000, p. 170).
SCHOOL BUILDINGS – SOME DETAILS Rural community schools
often held in churches, in someone’s backyard, or at local areas “under a makeshift roof without walls” (Lunde, 2008, p. 14)
Urban schools“Desks are not individualized; they are
attached in rows and students sit side-by-side. [U.S. Haitian immigrants] may feel isolated when seated individually” (Zainuddin, et al., 2002, p. 471)
SCHOOL TRANSPORTATION DILEMMAS Rural areas lack local schools and
affordable private schools, so some students walk milesLunde (2008) shares examples of students
walking 2.5 hours each way to attend school.
To be able to reach school in time for their morning classes, the children have to get up before dawn. Some of them, in particular girls, also have to help with domestic tasks before leaving their home in the morning. …
“
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… As a result, the children are tired and hungry when they reach school, making them unfocused and inattentive during classes. … They fall asleep during the classes.
(Lunde, 2008, p. 17-18)
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SCHOOL ATTENDANCE Haiti requires 9 years of school attendance,
but… the government does not enforce it the government does not provide an adequate
amount of public schools (above: Lunde, 2008, p. 10)
Disheartening statistics only 1/3 in primary school make it to the 6th
grade level only 60% of kids ages 6-11 are enrolled in
school (above: Lunde, 2008, p. 11 & 5) only 67% of kids who make it to the secondary
level end up graduating (Cone, et al., 2013, p. 265)
SCHOOL ATTENDANCE, CONT. Rural areas suffer more
an enrollment rate of just 23% (Salmi, 2000, p. 168)
many parents will just invest in one child because of the cost (Lunde, 2008, p. 12)
rural people speak in Kreyol, but school is still taught in French, which “is discriminatory against youth from low-income backgrounds” (Cone, et al., 2013, p. 265-266)
SCHOOL STRUCTURE
source credit, p. 13: http://www.fafoarkiv.no/pub/rapp/10070/10070.pdf
PRE-SCHOOL not mandated available for kids ages 3-5 gives kids an edge over their peers
many primary schools require 1-3 years of pre-school
only available for parents who can afford it
“For some children, their window of opportunity for an education in the future may close at the age of three or four”
All above: (Lunde, 2008, p. 12)
SCHOOL STRUCTURE CYCLES Primary is 1st – 9th grade 3 cycles:
4 years (1st – 4th), beginning at age 62 years (5th – 6th)3 years (7th – 9th)
mandatory national exit exams at the end of each cycle
automatic promotion within cyclesHOWEVER: “Field work observations shows
that private and public schools do not follow [both] mandates” (all above: Lunde, 2008, p. 11)
SCHOOLS BREAKING THE RULES Extensive testing
some have exit exams at each grade levelsome have an admission exam for first
grademost exams require parents to pay a fee
Failing students it is illegal to dismiss students for failing
grades, but many schools do because of capacity issues
all above from: (Lunde, 2008, p. 11)
A LACK OF QUALIFIED TEACHERS Private schools are worse off
48% of teachers at public schools were qualified as of 1997 vs. only 8% at private schools
as of 1997, 25% of all teachers had not completed primary education (9th grade)
most teachers are educated only a few years beyond the grade they’re teaching
“Brain drain”many teachers left during the Duvalier eras“A staggering eight out of ten Haitians with
college degrees live outside of Haiti” (All above: Lunde, 2008, p. 15)
PERCEPTIONS OF THE
TEACHER’S ROLE
Cultural Differences
A VERY FORMAL RELATIONSHIPIn Haiti: Teachers address students by last name “A student speaks only when asked a
question.” “As a sign of respect, Haitian students
do not look their teachers in the eye, but keep their heads down in deference. American teachers should not be misled by this body language; Haitian students need to be taught that Americans value eye contact.”
All above from: (Civan, et al., 1995, p. 15)
DIFFERING VIEWS ON AUTHORITY & PUNISHMENT Haitian education uses corporal punishment
“Teachers in Haiti are treated with utmost respect and are permitted, even expected, to reprimand their students and physically punish them if deemed necessary” (Doucet, 2011, p. 2726)
In her interviews with Haitian parents in Boston, Doucet (2011) explains that the “perception that school adults did not take enough control also came up repeatedly” (p. 2722).
“In Haiti, because teachers are perceived as surrogate parents while students are in their care, their role explicitly extends to that of a disciplinarian” (Cone, et al., 2013, p. 282).
[A Haitian student says:] When you don’t do your homework and you misbehave, the teacher would send you to the office. There, you get whipped with the igwaz (a type of whip). It’s the same igwaz they use to whip horses. They also whip you with it when you are rude or misbehave.
(Cone, et al., 2013, p. 282)
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For [Haitian immigrant] students, the consequences of rule infractions in U.S. schools (e.g., not completing homework resulting in lower grades) appeared to be much less dire than those consequences and punishments experienced in Haiti, and thus did not prove motivational.
(Cone, et al., 2013, p. 282-283)
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The Haitian parents [interviewed] consistently indicated that teachers in the United States were too lenient, lacked authority, and gave students too much freedom.
(Cone, et al., 2013, p. 283)
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TEACHING STYLES(PEDAGOGY)
Cultural Differences
Students are forced to (re)negotiate their Haitian identities, adjusting to what U.S. schools prescribe as a ‘good student identity.’
(Cone, et al., 2013, p. 281)
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In Haitian parents’ understanding, the goal of schooling is to instruct as well as to provide an education, the French word referring to providing children not only with reading, writing, and counting abilities, but also with moral guidance, a sense of civic duty, and interpersonal skills.
(Doucet, 2011, p. 2722)
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HAITIAN STYLES OF LEARNING rote learning
memorizing whole blocks of text orally reciting (verbatim) Sources: (Doucet, 2011, p. 2726; Danticat, 2010, p.
59; Zainuddin, et al, 2002, p. 471; Cone, et al., 2013, p. 278)
heavy emphasis on tests mostly essay questions multiple-choice questions are “unheard of” Source: (Ariza, 2006, p. 15; Ciyan, et al, 1995, p. 15)
heavy homework load all book work / reading (Doucet, 2011, p. 2726)
The Haitian system places an emphasis on learning as the accumulation of a factual knowledge base. As a result, teachers routinely wrote on the board, dictated notes, and emphasized rote memorization of material. Students were then expected to recite these lessons on the following day.
(Cone, et al., 2013, p. 278)
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[One Haitian parent interviewed said that in the U.S.] they cover the topic with the child and then assign them to do things on their own. In Haiti, [the teachers] take their time to go to the blackboard with the kids and teach them everything using the blackboard.
(Cone, et al., 2013, p. 279)
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The educational capital possessed by Haitian students, that is, the ability to memorize large chunks of information, tends to be devalued in U.S. schools. …
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… Conversely, the educational capital valued in U.S. schools, that is, the ability to think critically and engage in inquiry-based learning independent of teacher direction, is poorly understood by Haitian students or parents.
(Cone, et al., 2013, p. 281)
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Due to the type of learning Haitian students are accustomed to, they are uncomfortable with and initially will resist engaging in activities that demand critical independent thinking
(Zainuddin, et al., 2002, p. 471)
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Abstract thinking and conceptualization may initially be problematic until Haitians adjust to American teaching styles.
(Suarez-Orozco, et al., 2001, p. 56)
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Haitian students must be overtly taught that thinking for oneself is highly valued in American schools.
(Ciyan, et al., 1995, p. 15)
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Students in U.S. classrooms are also taught to freely question the educational resources from which they obtain information, whereas in Haiti students are generally not encouraged to question information provided by their teachers or textbooks.
(Cone, et al., 2013, p. 289)
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Haitian students may tend to attach great importance to grades and tests, even quizzes. The notion that what one learns is more important than the grade one earns will be very confusing to a Haitian student
(Civan, et al., 1995, p. 5)
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Zephir (2001) discussed the challenges Haitian youth face in trying to explain to their parents why their homework assignments and projects entail such activities as sewing, building models, conducting surveys, and other activities not involving ‘being in the books.’ …
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… Parents had difficulty accepting that these activities constituted real learning and thus were sometimes unwilling to provide the construction paper, special tools, or other such items needed for school projects (which also may be quite costly for parents working multiple jobs merely to feed their families).
(Doucet, 2011, p. 2726)
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Parents believed that because their children had little homework, the teachers were putting the responsibility for supporting and reinforcing their children’s learning back on the parents.
(Cone, et al., 2013, p. 279)
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HAITIAN STUDENTS FACE EXTRA CHALLENGES IN U.S. CLASSES English language learners
proficiency “affects students’ ability to detect social nuances in the school setting and is also highly predictive of academic success” (p. 153-154)
“Although verbal proficiency can be developed within a couple of years, the level of language skills necessary to be competitive with native-born peers in the classroom can take 5 to 7 years to acquire” (p. 154)
Boys suffer more than girls “targets of school violence,” “greater risk for
academic disengagement” (p. 155) All above: (Suárez-Orozco, et al., 2009)
ADDITIONAL WAYS TO SUPPORT HAITIAN STUDENTS South Florida schools hired more Haitian
teachers and administrators also incorporated cultural events such as
Haitian flag day (Cone, et al., 2013, p. 273) help ELL students develop academic self-
efficacy (p. 153) help ELL students develop social relations
provides “a variety of protective functions” (p. 155)
peer support improves academic outcomes (p. 156)
Above: (Suárez-Orozco, et al., 2009)
Haitians possess a rich oral tradition that includes the art of storytelling, riddles, songs, and games. As a result, they may be stronger as auditory learners rather than as visual learners.
(Zainuddin, et al., 2002, p. 471)
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HAITIAN PARENTS’ ATTITUDES TOWARD
SCHOOL INVOLVEMENT
Cultural & Social Class Divides
RACISM & CLASSISM
Middle-class parents typically are framed as being full vessels with a lot to offer to schools, whereas ‘other’ parents (of color, immigrant, working class or poor, and so on) are discussed in deficit terms, lacking anything valuable to offer to schools.
(Doucet, 2011, p. 2709)
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In many cases, parents were deliberate in limiting their contact with schools. Some were put off by what they perceived as discriminatory attitudes from teachers.
(Doucet, 2011, p. 2723)
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Donna wondered whether her limited proficiency in English caused teachers to perceive her as less savvy.
(Doucet, 2011, p. 2723)
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PARENT / TEACHERINTERACTIONS
Given that teachers are perceived in Haiti as being ultimately responsible for teaching children, it makes sense that some Haitian parents question the competency of American teachers for constantly seeking their input and feedback about their children’s school performance.
(Doucet, 2011, p. 2726)
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Haitian parents often feel confused by the amount of parental involvement that is expected by the schools in the U.S. They feel that 'teachers know best.’
(Civan, et al., 1995, p. 16)
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SCHOOLS IN HAITI DO NOTREQUIRE PARENTAL INVOLVEMENT no such thing as a Parent-Teacher
Association parents only go to school for disciplinary
matters thus: “Haitian parents may react negatively
or fearfully to a request for a routine parent-teacher conference” (all above: Civan, et al., 1995, p. 16).
parents do not get letters, students’ papers, et cetera sent home (Zainuddin, et al., 2002)
U.S. SCHOOLS PERCEIVED AS DETRIMENTAL TO
HAITIAN CULTURAL VALUES
Cultural Dilemmas
The role of schools as venues for the cultural assimilation of newcomers has often been viewed in the transplanted Haitian community as detrimental to their children’s wellbeing.
(Cone, et al., 2013, p. 271)
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RESEARCH SHOWSIT IS A VALID FEAR:
Haitian immigrants are frequently subject to negative peer critiques of their school identities, both by African American students and by other Haitian students who have been in the United States longer and have become more ‘Americanized.’ …
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… These critiques include traditional Haitian style of dress, speech patterns, and work habits, all of which can have profound implications for academic success and social mobility or social reproduction.
(Cone, et al., 2013, p. 287)
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For youth to avoid the stigma and conflict that comes with a Haitian identity, particularly in South Florida, students may be inclined to succumb to peer pressure and engage in ethnic suicide to cover up their heritage.
(Cone, et al., 2013, p. 287)
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[Haitian teachers interviewed] pointed out that Haitian students quickly became “Americanized,”—which they defined as behaving like inner-city kids (the majority of whom were African American), not doing their schoolwork or homework, and not respecting their teachers.
(Cone, et al., 2013, p. 286)
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HAITIAN PARENTS ARE ACCUSTOMED TO CONTROL
HAITIAN PARENTS’ FEELINGS “fears of ‘losing their children’ to
Americanization” (p. 2707) “a perceived loss of power over the
discipline of their children” after moving to the U.S. (p. 2718)“frustrated over the seeming
unacceptability of spanking children in the United States” (p. 2718)
pride themselves “on how tightly they monitored or controlled (or attempted to control) their children’s activities” in the U.S. (p. 2720) (All above: Doucet, 2011).
One of the worst characteristics of a child, for these parents, was renmen zanmi (literally, liking friends). That is to say, being so enthralled by friends that he or she would do things to please those friends that might violate the parent’s own morals or values. …
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… Many of these parents spoke about not allowing their children to have friends because they felt those relationships had the power to undermine their positions vis-a-vis their children. As Nicole’s father put it, friends rob parents of their hope. …
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… Of course, the young people I interviewed did have friends, but they kept those relationships at school and other sanctioned sites, like church. …
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… Part of protecting the home terrain, then, was about keeping friends out of it, quite literally in most cases, with parents giving explicit instructions that friends were not to come over for visits. …
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… It is important to note that the concern over friends was not exclusive to friends from the United States. …
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… Whether friends were Haitian, American, or Indonesian, parents made one thing clear: Friendships were potential for trouble, and children were better off being friends with their own parents and relatives than with outsiders.
(Doucet, 2011, p. 2721)
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CULTURAL DIFFERENCES
A few final details that may help some educators
Gym teachers, take note:“It is culturally inappropriate for Haitian
students to dress and undress in front of others, even those of the same sex." (Zainuddin, et al., 2002, p. 471)
Regarding school absences "Frequent absenteeism might result as a
consequence of familial expectations.“ (Zainuddin, et al., 2002, p. 471)
Haitian “adolescents have a strong sense of respect and obligation to assist parents—family obligations” (Ferguson, et al., 2014, p. 625)
Many Haitians are religious as a result of the country’s historical roots
(Spaniards, French, Catholic schools, African tribes)
Many Haitians value the arts “Involvement of Haitian youth in the arts [in
Haiti] is also protective; it provides a channel for emotions, desires, and needs that have few other outlets. … In addition, religion and music often work in tandem to facilitate coping and meaning-making, such as in the days following the earthquake when Haitians held impromptu open air Christian and Voodou services” (Ferguson, et al., 2014, p. 625)
I HOPE THAT THIS HAS BENEFITED YOUR CULTURAL UNDERSTANDINGS
OF HAITIAN STUDENTS!
Thank you for reading!
REFERENCESAriza, E. N. W. (2006). Not for ESOL teachers: What every classroom
teacher needs to know about the linguistically, culturally, and ethnically diverse student. Boston, MA: Pearson/Allyn and Bacon.
Central Intelligence Agency. (2014, June 22). The world factbook: Haiti. Retrieved from https://www.cia.gov/library/publications/the-world-factbook/geos/ha.html
Civan, M. B., Vilsaint, F., & Morisset-Metellus, G. (1995). Haitians: History and culture. Temple Terrace, Fla: EducaVision.
Cone, N., Buxton, C., Lee, O., & Mahotiere, M. (2014). Negotiating a sense of identity in a foreign land: Navigating public school structures and practices that often conflict with Haitian culture and values. Urban Education, 49(3), 263-296. Retrieved from ERIC database.
Danticat, E. (2010). Create dangerously: The immigrant artist at work. Princeton: Princeton University Press.
Doucet, F. (2011). (Re)constructing home and school: Immigrant parents, agency, and the (un)desirability of bridging multiple worlds. Teachers College Record, 113(12), 2705-2738. Retrieved from ERIC database.
REFERENCES, CONT. Ferguson, G. M., Desir, C., & Bornstein, M. H. (2014). “Ayiti cheri”:
Cultural orientation of early adolescents in rural Haiti. Journal of Early Adolescence, 34(5), 621-637. doi:10.1177/0272431613503214
Lunde, H. (2008). Youth and education in Haiti: Disincentives, vulnerabilities, and constraints [PDF]. Fafo. Retrieved from http://www.fafoarkiv.no/pub/rapp/10070/10070.pdf
Salmi, J. (2000). Equity and quality in private education: The Haitian paradox. Compare: A Journal of Comparative Education, 30(2), 163-178. doi:10.1080/03057920050034101
Suárez-Orozco, C., Rhodes, J., & Milburn, M. (2009). Unraveling the immigrant paradox: Academic engagement and disengagement among recently arrived immigrant youth. Youth & Society, 41(2), 151-185. Retrieved from Academic Search Premiere database.
Suárez-Orozco, M. M., Suárez-Orozco, C., & Qin-Hilliard, D. (2001). Interdisciplinary perspectives on the new immigration. New York: Routledge.
REFERENCES, CONT. United States Census Burea. (2010, October). The population with
Haitian ancestry in the United States: 2009 [PDF]. Retrieved from https://www.census.gov/prod/2010pubs/acsbr09-18.pdf
Zainuddin, H., Yahya, N., Morales-Jones, C. A., & Ariza, E. (2002). Fundamentals of teaching English to speakers of other languages in K-12 mainstream classrooms. Dubuque, Iowa: Kendall/Hunt Pub. Co.