powerpoint: “the role of chinese language-heritage schools in the empowerment of children & youth...
TRANSCRIPT
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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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7/31/2019 PowerPoint: The Role of Chinese Language-Heritage Schools in the Empowerment of Children & Youth of Immigrant Parents.
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Chinese Americans Today
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Early Chinese Immigraon
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7/31/2019 PowerPoint: The Role of Chinese Language-Heritage Schools in the Empowerment of Children & Youth of Immigrant Parents.
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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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7/31/2019 PowerPoint: The Role of Chinese Language-Heritage Schools in the Empowerment of Children & Youth of Immigrant Parents.
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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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7/31/2019 PowerPoint: The Role of Chinese Language-Heritage Schools in the Empowerment of Children & Youth of Immigrant Parents.
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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)