Week 6

I found the Waters article eye opening, and interesting and I was able to relate quite a bit.  My friend Alice would often call our other friend Joanna  a "Twinkie", or a "Coconut" because she was so Americanized in her eyes. It was usually used in jest, and after a while Joanna began to wear it as a sense of pride when she she moved to rural Connecticut. She said it it was how she knew she fit-in in her new community, and I did not understand what she meant at the time.
 In her  family, it was okay that she no longer responded in Khmer to her family members. It was okay that she dated white boys. It was also okay that began dyeing her hair red and putting highlights in it. It wasn't okay when her brother became Americanized. Their parents enrolled him in martial arts, and pulled him out of gymnastics, and began urging him to go into business or medicine instead of linguistics. I didn't recognize it at the time, but now looking back I can put faces and names to what Waters was describing in her Article. I'm not sure if my friend's parents were trying to "man-up" her brother, but the evidence is there for that.
 The article also speaks about how teens noticed how their peers spoke. I thought this was interesting.  Choice of vocabulary, tone, accent, and language proficiency are often good indicators of where a person is from, been, education, and age. The students pointed out and ostracized the boy who did not speak like them. Acting white was a negative thing and they made that known by calling the boy a homosexual. ( I really hate the word that was actually used.)
  In pop culture this  negative image of acting white is perpetuated. A good example of this can be found in the "Dave Chappelle Show." There are multiple skits in which Chappelle "acts white" and looks ridiculous doing it. This gives the idea that a non-white man looks silly acting like a white man. It also perpetuates the idea, within multiple cultures, that when a man "acts white" they can not be taken seriously or it is a detriment to his manhood. Personally I don't even notice when non-white men "act white", but that is probably because I am white.
 I was not a fan of the Kimmel article. I found the article to be out dated and I did not agree with Kimmel's use of Freud in determining how someone becomes gay, or why homophobia exists. Homophobia is not the result of men being afraid of men. Homophobia is the result of a society teaching hate, bigotry, and not promoting compassion and understanding, and is the result of bad parenting.  Freud may have been right about many things, but he was also a drug addict.
What I do find to be credible in Kimmel's article, is his idea that immigrant men are often looked at as feminine and not masculine. Once again, I will prevail to pop culture. The character of Fez on "That 70's Show" a perfect example of how society views male immigrants. He talks with a feminine lisp, and makes the audience believe his sexuality is questionable. He is in no way what we would describe masculine. I think the word dandy would be more appropriate.
 

I needed a few days to digest this week's reading because some of the information was saddening, angering, and disheartening. My heart broke for these students who struggled in their home countries, came to the United States and continued to struggle.
It seemed the odds are against them despite understanding how important an education is. Immigrant students face issues in school like bullying, language acquisition, culture shock, all while trying to grow up and find themselves. Yet, it seems factors from outside the school walls are more detrimental to students. Many immigrant students not only have to deal with completing their homework, studying for Thursday's exam, figuring out the proper way to use American idioms, and make friends, but at home they have to also balance more obstacles.
I found many immigrant children had been separated from their parents or siblings before they came to the United States. This separation from family can induce feelings of abandonment, anxiety, depression, and sometimes lead to not really knowing your family members. To an extent, I understand the children's feelings. My sister is ten years older than me and when I was in the 4th grade, she joined the Navy. I saw my sister a few times over the years and understood she was my sister, but I didn't get to really know her till she moved home when I was a sophomore in high school. We had misconceptions about each other and argued quite a bit. It took until my junior year of college for us to actually get along. It might have had to do with the difference in maturity level, but it took a lot of work to get to where we are today.
The general power struggles that happen between siblings and parent and child are intensified by the separation, and can be complicated when a child and parent reverse roles.
The book mention that children pick up languages faster than their adult counter parts because they interact with more people outside of their community and are given more language resources in school. In many cases the student becomes a translator to the parent, an instructor of American culture, and a guide to the outside community. I've seen this personally with many of my friends. My best friend's mother was never able to acquire a proficiency in English. This meant my friend had to go to all immigration meetings, medical appointments, and other important meetings. She gained personal knowledge of her mother's health and life that made her uncomfortable, and was always very aware of the finances because she was the one who wrote the checks and spoke with the bank. Sometimes, she even used her position and level of control to her advantage when it came to school.
Violence is a common sight in immigrant neighborhoods. The sights of anger, revenge,pain, and death can change how a child views the world. It cultivates a sense of mistrust, and being unsafe in their environment. This translates right into the classroom and can be seen in how the children interact with their peers and teachers. It can manifest in violence, a hard time asking for help, making friends, and many other social and academic aspects of school.
 In a way, immigrant children are forced to grow up quickly. Whether it is dealing and making sense of emotions and feelings that arise from their move, family power struggles, or having to work in order to help provide for the family, these kids are more aware of the world they live in and how they are seen. Yet, many of the students do not receive the support they need to emotionally cope with adjusting to a new life in the United States.
School should be a safe place for children. It should be a break from the troubles of the real world, where they can feel free to ask questions and learn how to live in the real world. I can think of a few solutions to aiding immigrant students. Providing counseling to students is something I feel would do a lot of good. It would allow students to work through their feelings and find safe and productive outlets. Thus, the students would be able to concentrate on what is happening in the classroom.
Reaching out to families with a translator and not allowing the student to be the parent's translator would be another change I would make. If the student is not in control of the situation, they have to opportunity or temptation to manipulate the parent or teacher. With a translator, the traditional relationship between parent and child is upheld and could aid in healing any separation issues.
Community is the best way to reach and help all students. Developing after school programs, sports, or volunteer programs that are free can go a long way. In many communities, these things cost money and without aid or a waiver, many poor students are barred from those activities. In these programs, students can interact with each other in a safe environment, away from the violence in their neighborhood, and possibly attain an adult mentor or someone who will be a positive role model or influence in their ever changing lives.