The topic that I am going to explore with you is that of educational opportunities and lack of educational opportunities for female immigrants and their children during the early 20th century, late 20th century, current struggles and my daughters personal experience with educational opportunities. At the end of this paper I hope to have helped you gain a better awareness of the educational challenges these women and children dealt with, what students are still dealing with today, and a personal struggle with education.
Migration to America first started in the 1800’s with large numbers in Irish, Italian and Jewish cultures. Before coming to America many of the immigrant children did not have much of an education and families did not see education as being as important as learning a trade or finding a husband. Jewish families sent boys for religious education, however were not as worried about sending the girls. For Italian girls education was an option, however the poor needed the kids to stay home and work. Most Italian families could not afford to send their child to school. Irish girls were sent to school if the family could pay. Many children did attend, however the great famine forced many families to the point of starvation and funding was not available for the children. Eventually many families in Ireland were forced to leave Ireland and many sought salvation in America.
Migration in the Early 20th century to America was scary in many ways; mothers feared losing their children to American Institutes. Some mothers felt American education made children, “persons of leisure” (Ewen, 1985). Mother’s felt that schools set their children up to loses; they felt their daughters were needed at home to help with hous...
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...upport. The creator, “Norma Vega, a social worker and a former principal at Bronx International High School” had a vision and continues to work with immigrants (Medina, 2009). Vega also points out the immigrants who struggle, “If they were all sent to regular high school, they would simply be lost” (Medina, 2009)
Reference
Ewen, E. (1985). Immigrant Women in the Land of the Dollars. Canada: Monthly Review Press.
Hans Johnson (2011). Immigration and Education . [ONLINE] Available at: http://www.ppic.org/main/publication_show.asp?i=821. [Last Accessed January 2, 2014 ].
Jennifer Medina (2009). In School for the First Time, Teenage Immigrants Struggle. [ONLINE] Available at: http://www.nytimes.com/2009/01/25/education/25ellis.html?pagewanted=all.
Seller, M. (1994). Immigrant women. (2nd ed.). Albany: State University of New York Press
... education proved challenging for Home children during adulthood. The many difficulties the young immigrants endured not only isolated them form Canadians around them but it also discouraged most Home children from staying in rural communities.
The 18th Century was a time where most immigrants were of Irish, British, and German descent. From the 1890’s, through the next couple decade, Italians, and Jews would be the cause a new wave of immigration. Between 1900 and 1915, 3 million immigrants would take the journey, and travel to America. They would come through the famed “Ellis
In the years from 1860 through 1890, the prospect of a better life attracted nearly ten million immigrants who settled in cities around the United States. The growing number of industries produced demands for thousands of new workers and immigrants were seeking more economic opportunities. Most immigrants settled near each other’s own nationality and/or original village when in America.
Between the years of 1840 and 1914, about forty million people immigrated to the United States from foreign countries. Many of them came to find work and earn money to have a better life for their families. Others immigrated because they wanted to escape the corrupt political power of their homelands, such as the revolution in Mexico after 1911. Whatever the case, many found it difficult to begin again in a new country. Most immigrants lived in slums with very poor living conditions. They had a hard time finding work that paid enough to support a family. Not only was it difficult for immigrant men, but for women as well. Immigrant women faced many challenges including lack of education and social life as well as low wages and poor working conditions.
As many women took on a domestic role during this era, by the turn of the century women were certainly not strangers to the work force. As the developing American nation altered the lives of its citizens, both men and women found themselves struggling economically and migrated into cities to find work in the emerging industrialized labor movement . Ho...
During the nineteenth century and the early twentieth century the rise of immigration centered around two specific ethnic groups. Irish and German immigrants provided a large portion of immigrants that were entering the United States between the 1820’s and 1920’s. Both ethnic groups invested in making the journey to the United States for several reasons, however some immigrants were not given much choice. Economic opportunities attracted both ethnic groups into making the migration to the America, however others came because they felt dislocated or threatened in their own country. Choosing to come to America for these two groups was a similar decision but with their similarities came differences as well.
America’s first wave of immigration began in 1840 through 1860 and lead to many demographic changes. Population increased due to natural reproduction and immigration. Many immigrants relocated to America seeking economic growth and opportunity or to escape religious persecution and political tensions. The Irish and the Germans were the first immigrants to migrate to America during the first wave of immigration. Each group had different reasons for settlement, but both faced discrimination from the Nativists.
The saying, “a picture is worth a thousand words,” cannot be demonstrated more thoroughly than during The Great Depression, a time when there were not a lot of words to be said. The photograph of the “Migrant Mother,” taken in this time period, The Great Depression, has inspired me want to dig deeper into Dorothea Lange’s experience during that time period. When I first saw the photograph of the “Migrant Mother,” I could not get the image out of my head because it tugged at my heart and it is something I have wanted to learn more about since we discussed Dorothea Lange in class.
This United States of America is not fond of undocumented immigrants, especially women. Cruel anti-immigrant laws, policies, and practices have had especially dramatic impact on immigrant women and their families. These measures force immigrant women to choose between the threat of an abusive husband and the threat of deportation if they call the police. Immigration policies can also make women sit in detention, thus leaving their children. During this time, some of the women might be raped by officers. This is because detention lacks sexual abuse prevention policies. These women who are in the detention centers are not dangerous, instead they are placed behind bars because of small crimes such as driving without a license or they are charged the civil crime for violating immigration laws.Women are faced with the emotional burden of separation from their families.
My mother is an outspoken woman. In her tiny appearance lies an extraordinary fortitude story. Bravery is a virtue that not a lot of people possess, but my mother has proven her courageousness. Before my mother gave birth to me, she lived in San Luis Potosí, Mexico. Her family lived in poverty, and every bit of food was valued and cherished at their table. It’s hard to tell whether my mother’s decision to migrate to the United States was an act of courage or impatience. She certainly had no bright future at home, her parents could barely afford used clothes from the town’s thrift shop. She certainly wanted to find a way to turn her life around and provide the needs for her family, so she decided to come to “The land of opportunities.”
...n the trying time of the Great Migration. Students in particular can study this story and employ its principles to their other courses. Traditional character analysis would prove ineffective with this non-fiction because the people in this book are real; they are our ancestors. Isabel Wilkerson utilized varied scopes and extensive amounts of research to communicate a sense of reality that lifted the characters off the page. While she concentrated on three specifically, each of them served as an example of someone who left the south during different decades and with different inspirations. This unintentional mass migration has drastically changed and significantly improved society, our mindset, and our economics. This profound and influential book reveals history in addition to propelling the reader into a world that was once very different than the one we know today.
Because my family sacrificed everything and came to America, I was able to be married and have children relatively easily. My husband has never had to leave us for a long period of time, or move us across the country. We were born into America, living a life full of luxuries that we do not even realize are luxuries, all because my ancestors moved here long ago. My children do not have to worry about what the next day holds, or whether they will be able to eat at dinner time. They get to go to college at a young age without any terrible sacrifices. My oldest daughter will have her associate’s degree right out of high school, and will become a doctor, something my ancestors never had the chance to do. It is crazy to think that my ancestor’s barley got the opportunity to go to school, and yet my youngest daughter is the youngest person to attend college here in Ashland. I am the first one in my family line to go to college, and am blessed with the opportunity to choose my occupation, something my ancestors didn’t get to do. This is the same for Junot, who was able to choose his own occupation here in America. Unfortunately Junot’s mother “never did become a nurse…Immigration got in the way of that horizon—once in the United States, my mother never could master English, no matter how hard she tried, and my God, did she try.”(Diaz 1). But because she wanted so much more for her son, she strongly encouraged
"Immigrants and the American Dream." Society 33.n1 (Nov-Dec 1995):3(3). Expanded Academic ASAP. Thomson Gale University. 26 Sep. 2006.
In the Old World, these children did not have the opportunity to attend school, thus this restricted their knowledge base to only the knowledge of the community. To many immigrants, schooling and education was of the utmost importance as it provided the potential for upward mobility for the entire family: “He could send his children to school, to learn all those things that he knew by fame to be desirable” (Antin, 161). Often times, the older children would have to work, and would in turn become stuck in the Old World, in order for the younger ones to go to school. This allowed the younger children to escape into the New World and in turn embody the promises of a better life in America. Mary Antin’s family was no exception. While, Mary was allowed the privilege of receiving an education, the same privilege was not given to her older sister Frieda, who had to work in a factory making garments in order to help support the family: “[Mary] was led to the schoolroom, with its sunshine…while, [Frieda] was led to a workshop, with its foul air, care-lined faces, and the foreman’s stern command” (Antin
According to the author, there is so much potential in the women of the era to obtain a higher and independent education. Although most women aren’t provided with such privileges, they need to display their significant