Hispanic Immigrants & Social Networks
Successful immigration of Hispanic persons to the U.S. involves much more than a shift in geographical location. For the purposes of this dissertation, 'successful immigration' denotes the successful establishment of an independent existence is the U.S., to include ease of motion within a familial, social, and political context, as facilitated by language acquisition and the development of trust in the democratic government. I consider this form of immigration successful based on past and current studies suggesting that Hispanic immigrants benefit from language acquisition and the development of political trust, while immigrants who do not learn the English language are limited in their ability to experience the American culture and, as a result, have difficulty functioning in this culture, which in turn discourages trust and supports alienation.
Language Acquisition
The term 'acculturation' refers to the process of adopting cultural attitudes, behavioral norms, values and beliefs not previously held (Gordon, 1964). As the primary tool of communication within a culture, language acquisition is the cornerstone of acculturation and therefore the foundation for the development of social and political trust. Studies show that immigrants who choose to learn English acquire higher paying jobs in better work environments, perform better in educational -- particularly higher educational -- settings, have increased access to social aid services such as financial assistance, housing and healthcare services, and are less likely to become victims of fraudulent or violent crimes.
Considering the benefits of language acquisition, is might come as a surprise that many immigrants remain resistant to learning English, particularly in households and enclave communities where English isn't spoken by family and friends. Studies suggest that the cause of this resistance is three-fold, to include an immigrant's country of origin, social/economic incentive -- or lack thereof -- and the influence of family ties. For example, while Puerto Rican and South American immigrants tend to learn English quickly, Mexican Hispanic immigrants are often resistant to English or have difficulty learning English. The reason for this, according to Hakimzedah & Coh (2007), might possibly have to do with early exposure to the English language in countries such as Puerto Rico, versus the lack of exposure in countries such as Mexico. Similarly, in the case of South Africa, the sparse population of non-English speaking persons potentially results in an inclination to learn English, while the dense population of Spanish speakers in Mexico makes English acquisition unnecessary.
Nonetheless, exposure to English is merely one component of the contributing factors that encourage or discourage English language acquisition. For example, Hispanic immigrants of working age are more likely to choose to learn English as a way of obtaining financial security via higher-paying job; older immigrants of retirement age, on the other hand, might lack the economic incentive to learn English. Older generation immigrants might also resist new language acquisition as a means of preserving their native language and corresponding heritage, while their children or grandchildren might rebel by embracing English. Younger generation immigrants also stand to benefit in educational, professional and social settings by learning English, which in turn can encourage their parents and grandparents to learn English as another way of communicating with them. In this pull/pull relationship between children and adults, it is the children who facilitate acculturation.
In the broadest sense, acculturation is the process of adopting the behavioral attitudes, values and beliefs of the culture one lives in. While acculturation might at times require a departure from old behaviors and beliefs, acculturation is at its best when the new and old are integrated, as this allows for the boundaries that separate groups of people to be crossed, resulting a reciprocal learning opportunity.
Language acquisition -- as the fundamental mean of communication between groups -- is a volatile contributor to acculturation. What surprises some is that language acquisition is a choice, as opposed to the inevitable outcome of exposure. Studies show that persons who make no conscious effort to learn language will likely never acquire more than the most basic language skills, such as simple greetings and the ability to order food. In order for language to be acquired and understood in its full complexity, a person must consciously choose to learn language. It is for this reason that Hakimzedah & Coh's exposure...
Hispanics Groups in the United States While many people speak of the Hispanic population, there really is not a single Hispanic population in the United States. The term Hispanic generically refers to Spanish-speakers. Therefore, there is a wide variety in the Hispanic people one may find in the United States. Therefore, this paper will examine four different Hispanic groups, Mexican-Americans, Puerto Ricans, Cuban Americans, and South Americans. It will do so
57). This makes the idea that the minority communities that are using the community as a "springboard" for assimilation because there are less of the domestic non-Hispanic whites in the areas in which immigrants would typically assimilate. There has even been the development of what is referred to as planned communities. Irvine California serves as a good example of such a development. Irvine was developed from ranch lands from a
Civic organizations seem to provide an excellent support structure for immigrants, especially undocumented individuals with few official resources on which to rely. Information on the ares of Mexico in which such organizations are based correlates strongly with areas in Mexico that have the highest immigration rates to the United States, meaning that ties to home communities remain, and HTAs continue to be formed at roughly comparable rates. The information presented
Using Additive Bilingualism to Address Subtractive Educational Challenge among Hispanic-American LearnersIntroductionLatin Americans� largest color population will account for about half of student growth over the next decade. Latin Americans are also the least educated of any ethnic group (Nu�ez, Ramalho & Cuero, 2010). Promoting the success of Latino Americans and other colored students is a major concern of educational systems that serve more diverse student organizations and become increasingly accountable
Leticia Herrera, president of ECI, which is a full service maintenance company based in Chicago states that the setbacks often take places as women stereotype themselves. Women should no longer be seen as 'special entities of businesses'. They are simple and plain entrepreneurs. but, many times Hispanic women are typecast into thinking that because of their gender they can not contend, give quality services, or become victorious business owners.
.. hungry, cold.... The big problem is poverty. I spend 50% of my time taking care of them other than teaching, and this includes downtime because of behaviors such as fistfights, tantrums, aggression. (Harry, Klingner & Hart, 2005, Research and design section ¶ 8) Hispanic Males//Females Educational Pursuits Although Hispanic females frequently outperform Hispanic males, cultural values that limit the range of school choices and career paths, frequently restrict the females to
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