Bridging the Gap: Disparities in the Educational Experiences of Immigrant Students
By: Ruzanna Gaboyan, Yu Chen and Sujing Chen
Club Advisor: Haowen Ge
Organization: Equalisitc Dream for Hope Student-Led Club at International Student Services Association
Our website: https://internationalstudentsvc.org/edfh-main-page/
Our email is equalisticdreamforhope@gmail.com
In the United States, the promise of diverse classrooms and equal opportunities for all students should be a cornerstone of our education system. Yet, the reality for immigrant students, who make up a significant 27% of the U.S. student population (Anderson), reveals a starkly different story. These young learners face a multitude of challenges, including prejudice, language barriers, and more, often rooted in racism and a lack of cultural awareness.
America, often referred to as a “melting pot” of cultures, is anything but uniform when it comes to the educational experiences of immigrant students. In our journey to understand these disparities, we embarked on a revealing exploration, contrasting the experiences of undocumented students in California with those in Ohio. The contrast was striking, as California offered a more inclusive and welcoming environment, raising the pressing question: Can Ohio adopt similar strategies to ensure a fair and supportive educational atmosphere for immigrant students?
With the invaluable assistance of the SWC Dreamer Center, we were granted a unique opportunity to broaden our understanding of the experiences of immigrant students from different parts of the USA, we interviewed two Californian students, Mark and Carolina, who are undocumented students at Southwestern College. During our interviews, we asked a series of questions to uncover the contrasts of the educational journeys between California and Ohio.
Here are some of the questions and answers we posed during the interviews:
Q: Are colleges in California diverse? Do they support undocumented students?
Both Mark and Carolina said, “Yes, they are. In California, there are so many things that provide support for students, especially diverse students. Every community college has a Dreamer Center; even some Ivy League schools like Stanford have a Dreamer Center for undocumented students.”
From this answer, we can see that colleges in California are diverse and provide support for multicultural and undocumented students. Colleges support multicultural and undocumented students by opening Dreamer Centers. In summary, colleges in California may be a good model for high schools in Ohio to follow when creating supportive centers for immigrant students and promoting cultural enrichment and diversity in education. Schools in Ohio can open supportive centers for immigrants in which they can gather students with similar experiences and show support by providing educational, career development, and many other helpful resources.
Q: Are the clubs in California diverse?
Mark and Carolina said, “Yes, the clubs are diverse. One of the clubs is a cooking club, which is filled with people from all around the world like Latinos, Asians, Africans, etc. Everyone is welcome, and joining a club is up to the student’s decision.”
Having diverse clubs can lead to more diverse ideas and global awareness among club members. In California, everyone feels welcome to join a club; however, the situation in Ohio is described as different, with many multicultural students hesitating to participate in clubs due to a perceived lack of diversity and sometimes not even being aware that certain clubs exist. This experience can make immigrant students feel like outsiders. To address this challenge, high schools in Ohio are advised to take proactive steps. They can establish culture clubs that celebrate and explore the rich tapestry of different cultures. Additionally, hosting more club fairs can help showcase the array of club options available, encouraging immigrant students to explore and engage in clubs that align with their interests. This approach aims to create a more inclusive and inviting environment for all students in Ohio, fostering a sense of belonging and participation in the school’s extracurricular activities.
Q. Does California have any classes, clubs, or activities designed for immigrant or undocumented students?
They said, “One important event is the Undocumented Student Week of Action that takes place every October. The Undocumented Student Week of Action helps undocumented students by supporting them and helping them with problems they might deal with in school.
Another example is Undocumented Ally Training, where you bring in people to talk about how to help and support undocumented students. Heritage Month is an event that helps students by providing undocumented students with pens, pencils, a lunch box, and activities like eating lunch with or playing games with undocumented students.”
All of these events help American students connect with and build relationships with multicultural ones. These kinds of events are a really good strategy to spread cultural awareness and global vision since they connect the community to the diverse histories and backgrounds of multicultural students. We need to implement this kind of tradition in Ohio, to make immigrant, undocumented and multicultural students feel welcome everywhere they go. These events are not about the provided materials, but about showing understanding and attention to the minority students and their cultures. Schools in Ohio can also celebrate important events related to cultures, such as Heritage Month, and many more by talking about them during the announcements and classes, showing traditional decorations, and encouraging minority students from the particular culture to tell more about the event and the history behind it.
In conclusion, the establishment of supportive centers for immigrants, the promotion of culture clubs, and the celebration of cultural holidays are vital steps in creating a more inclusive and welcoming educational environment for immigrant students in high schools. While California, with its substantial immigrant population, continues to grapple with challenges related to diversity and discrimination, it has taken significant strides in promoting inclusivity. These experiences in California can serve as a valuable model for other states, including Ohio, seeking to enhance the educational environment for immigrant students. By learning from California’s efforts, we aspire to see positive changes in creating a more welcoming environment for immigrant students, not only in California but also across Ohio and throughout the nation, ultimately fostering a more equitable and inclusive educational landscape.
The Equalistic Dream for Hope is dedicated to advocating for minority students, working tirelessly to ensure equity in education, and amplifying their voices to address the challenges they face in schools. Our mission is to raise awareness about these obstacles and offer reasonable solutions and changes that foster understanding and empathy toward multicultural students. We invite you to support our cause and learn more about our organization and its impact by following us on Instagram @equalisticdreamforhope2022. Together, we can work towards a more equitable and inclusive educational landscape for all students in the United States.
