The American Educational System and Students' Professional Success
The American educational system has been a subject of discussion and research on the elements that influence students' professional success for many years. Nevertheless, research has shown that students are grouped based on race or ethnicity. Research on the effects of attending a particular type of school on students' performance and character traits has gained empirical attention as a result of the migration of kids from TPS to charter schools. However, rules and policy considerations have been made in order to improve children' citizenship and academic performance regardless of the school they attend. 83) Zimmer et al. Therefore, this paper seeks to give a detailed comparison on different authors and their take on issues surrounding the immigrant students in the U.S.
Analyzing the Characteristics and Perception of Immigrant Students
Notably, various authors have analyzed the characteristics of immigrant students, how they are perceived, and the impact of perception on their performance. In "Charter Schools in Eight States" by Zimmer et al., the author investigated on the performance of students in Charter schools based on geographical regions. The findings exhibited that students in the Charter schools performed equally, despite transferring from TPS. Further, white students deviated from the norm where they were found to achieve higher in the charter schools than in TPS schools.
In "Academic Profiling: Latinos, Asian Americans, and the Achievement Gap" by Ochoa, Asian-American students are perceived to be smart in education and hardworking; hence they are expected to perform well academically compared to Latin- and African-American. However, they fall at the bottom in the social hierarchy and get perceived as foreigners. The characterization of students in both academic and social hierarchy is found to be complex. The whites have been seen to be superior compared to other races. Arguably, in "American Dream and Immigrant Students" by Pang et al. (180-193), the author indicates that all immigrant students are brilliant and hardworking and uphold their cultural values. The immigrants contribute significantly to the nation both economically and politically (Pang et al. 182). Therefore, it is evident that immigrant students exhibit a hard working characteristic despite the discrimination.
Factors Influencing School Performance of Immigrant Students
In the same context, the authors have argued differently on the factors influencing school performance of the immigrant students. It is evident that the immigrant students encounter hardships such as financial constraints. Most of their families are unemployed hence, poor and thus, are not able to afford proper schooling for their children. Immigrant families chose to move to America because of the difficult situations in their home countries (Pang et al. 185). Most of the immigrants may not understand the American culture, neither speaks English. The circumstance poses a hindrance on the students' ability to fully adapt to the American education system. However, despite the challenges, the immigrants exhibit a strong sense of realizing impressive results in academics and acquiring employment.
Arguably, the perception of the superiority of the whites and the inferiority of other races has resulted in differences among the students (Ochoa 618). It is evident that some students and teachers are involved in resistance towards the organizational forms, and practices that shape the relationships in schools. The resistance greatly impacts on the school performance of the immigrant students. Many schools may critique schooling, and as a result of this, many students leave school. The type of mindset is associated with race (Ochoa 618). Further, African- American students are at risk of suffering from low self-esteem and hence, perform poorly academically. Research has shown that African American students transferred to charter schools increase racial isolation (Zimmer et al. 85). The authors compliment on the factors affecting the academic performance of immigrant students. However, the factors differ based on the authors' research.
Challenges and Barriers Affecting Students' Performance
Regarding the factors influencing students' performance, various authors have scrutinized the challenges and barriers affecting students' performance. Some policy implications and laws tend to inhibit resistance towards disparities in schools. For instance, to break the mindset of superiority, some of the acts reinforce divisions. As students demonstrate and contest the strategies used, they tend to be constrained hence, inhibiting their goal of challenging dominant stereotypes, and advocating for equality. Further, in student's organizations, the supporters often encounter barriers as they contest (Ochoa 620).
The different authors have discussed some of the obstacles. The undocumented students may be limited to accessing the medical facilities and are prone to unemployment and poverty. The case affects the stability of their living standards hence, are exposed to the probability of being deported. The undocumented students feel depressed in the realization that they cannot acquire a social security card, neither apply for a loan to facilitate their education despite their extended stay in the U.S (Pang et al. 187). Additionally, as the struggle for education equality persists, the greater variation in performance of charter schools underlies on the fact that the Charter Law of the state, allows a diverse group of organizations to serve as authorizers (Zimmer et al. 89). Hence, the authorizers vary in performance. Therefore, improving the average results is problematic as minimizing the number of charter failures without necessarily sacrificing a successful charter remains a challenge (Zimmer et al. 90).
Remedies to Overcome Challenges Faced by Immigrant Students
However, despite the challenges faced by immigrant students, the authors have suggested remedies to the challenges. For instance, implementation of Achieving Fantastically through Individual responsibility and Motivating Success (FFIRMS) program, bridges the gap between students (Ochoa 621). The program focuses on tutoring, creating social awareness, and mentoring young people so as to improve their academic performance. Further, the implementation of the DREAM Act would provide economic advancements for the undocumented students (Pang et al. 190). Resources should be administered in charter schools so as to boost the academic performance of the students (Zimmer et al. 90).
Conclusion
According to the analysis, it is evident that racism in America schools is profound. The factors affecting students and the remedies to enhance equality and promote academic performance is apparent as discussed by the authors. As discussed, some of the facts depict similarity while other issues contrast, according to the authors. The authors have recommended on the strategies and implementation of certain laws to be used to enhance students' achievement. The strategies vary considerably depending on the view of the different authors concerning racism in schools.
Works Cited
Pang, Valerie Ooka, et al. “The American DREAM and immigrant students.” Race, Gender & Class (2010): 180-193. Print.
Zimmer, Ron, et al. Charter schools in eight states: Effects on achievement, attainment, integration, and competition. Vol. 869. Rand Corporation, 2009. Print.
Ochoa, G. L. Academic Profiling: Latinos, Asian Americans, and the Achievement Gap. Minneapolis: University of Minnesota Press, 2013. Project MUSE. Print.
