I was struck by the observations of Emily Hewitt about the girls in her
class. It's good to know that we are wondering about common issues! I have
some thoughts of my own on this topic. I wonder if it is the bi-cultural
nature of the experience in the USA that helps immigrant girls. Many see
enhanced opportunities for them in the USA and particularly through
education (which might help them to 'postpone' taking on the traditional
roles of their mothers/ grandmothers) and want to take advantages of it.
They are supported in this by the home culture pressure of generally
"staying in line" and so don't "act out" as many of their peers do.
The concept of "segmented assimilation" (Portes & Zhou, 1999) also helps
here. This addresses the notion that assimilation is not a "straight-line
progression" but could result in multiple end points. The issue is, "To
what do we assimilate?" Some students assimilate towards a
academic-oriented role.Others move towards roles of the popular culture.
Some girls clearly want to move towards the greater perceived freedoms of
their US peers. Others see roles models with their culture that are
successfully bi-cultural. As Portes and Zhou point out, in a racially
stratified community, there are many who see their only option as
assimilating towards an "underclass". This is where the importance of role
models (actual or media based) comes in. They provide a concrete set of
role options for young immigrants.
On the issue of class participation mentioned.... I have travelled that
road too. Participation, however, does not always have to be vocal. As an
instructor, I often have students write down, at the beginning of the
class, insights on the readings or topics discussed. It is often easier for
some students to read their responses, rather than participate orally.
Written lists of ideas are helpful too. I have also found that students
respond differently in class vs. outside class. As a result, I have
increased my use of e-mail as a way of communicating with students, or the
whole class, on topics of interest. Quiet students in class often take on a
totally different persona in this medium!
It is great to find colleagues engaged in the same issues and questions!
Dr. Dilys Schoorman
Dept. of Teacher Education
College of Education, Room 485 Phone: 561 297 3003
Florida Atlantic University Fax: 561 297 3335
777 Glades Road e-mail:
dschoorm@fau.edu
Boca Raton, FL 33431-0991
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