Immigrant student voices

IMMIGRANT STUDENT VOICES:PERCEPTIONS OF RACE, LANGUAGE, AND CULTURE

ELISABETH L. CHANASSISTANT PROFESSOR, ESL

[email protected]

AGENDA

Background2015 ResearchImplications

Relevant literatureCampus culturePedagogy

INSPIRATION

“My customer yelled at me that I should learn English or go back to

where I came from. Then my manager told me the customer is always right.”

(Ethiopian female)

“I’m unlucky because I was born speaking Chinese and not English.”

(Chinese female)

TRUE OR FALSE?

There is an official body in the U.S. which regulates the rules of English.

TRUE OR FALSE?

Standard English is a distinct dialect of English, required to succeed in school and business.

TRUE OR FALSE?

“People who invoke the term Standard English rarely make clear what they have in mind by it…”

“is highly elastic and variable, since what counts as Standard English will depend on both the locality and the particular varieties that Standard English is being contrasted with.”

TRUE OR FALSE?

English is the official language of the United States.

WHAT IS “ENGLISH”?

What is “English”?What is “good” English?What is “bad” English?What is “correct” English?

ENGLISH AS SOMETHING MORE THAN LANGUAGE

English

Culture

Power

Economy

Ownership

Politics

Othering

KEN ASKED TOM FOR HELP WITH HIS ENGLISH HOMEWORK.

What color is Tom’s shirt?

(Romney 2010)(Kang & Rubin 2009)

(Rubin 1992;Roberts et al 1992)

HOW MANY PEOPLE SPEAK ENGLISH?

25%

75%

2.5 billion people

Native English Speaker"Non-native" English speaker

ESL TEACHER / ESL STUDENT

ENGLISH SPEAKER

LANGUAGE CHANGES OVER TIME

Why is English “sacred”?

LANGUAGE CHANGES OVER TIME

Why are some changes more acceptable? Furnitures or Informations versus

Coffees or Accomodations

LINGUISTIC DISCRIMINATION “ideologies, structures and

practices which are used to legitimate, effectuate, and reproduce an unequal division of power and resources (both material and immaterial) between groups which are defined on the basis of language”

(Phillipson, 1992) (Han, 2014)

particular language varieties

and accents, speech

dysfluency, and

nonstandard

grammar

LINGUICISM

(Clement & Gardner, 2001; Lippi-Green, 2012)

indicators of low

intelligence

relational disharmony

and social unacceptabil

ity

CULTURAL DISCRIMINATION

“Rationalizes the subordination of people of color on the basis of culture, which is of course acquired through acculturation within an ethnic group, while traditional racism rationalizes it fundamentally in terms of biology. Neo-racism is still racism in that it functions to maintain racial hierarchies of oppression.”

(Spears, 1999)

EFFECTS ON SUCCESS

(Grant & Zwier, 2011)

Socially-constructed categories of

difference(such as gender, race,

ability)

MERITstudents’ experiences, outcomes for success, and future life opportunities

ACCULTURATIVE STRESS English language difficulties, academic struggles, cultural adaptation, problematic perfectionism, lack of social supports, homesickness, and perceived discrimination.”(Tung, 2011)

“Perceived discrimination is a unique source of

stress that is different from

general stress”

(Harrell, 2000; Meyer, 2003)

DISCRIMINATION? A MATTER OF PERCEPTION?“Also, some people have been impolite when I have reached their office with

an appointment: I was not invited to have a sit, but I had to talk from

the door.” (Chilean male)

“Experiencing the whole issue of racism was surprising, I had never

in my life even given thought to racism. And never before had I tick a

box for my race when filling out documents.” (Estonian female)

COMPARING STUDENTS’ EXPERIENCES

2013 Study

52 of 56 (93%) reported differential treatment on the basis of race, language, and/or culture

Of those who reported NO differential treatment based on race:

78% DID report differential treatment based on language and/or culture

2015 Study

30 of 40 (75%) reported differential treatment on the basis of race, language, and/or culture

Of those who reported NO differential treatment based on race:


EXAMINING IMMIGRANT STUDENTS IN DETAIL: 2015

IMMIGRANT VOICES FROM 2015

13 participants8 female; 5 maleAverage age = 28Average years in the U.S. = 10

4 non-ESL; 6 co-enrolled; 2 College ESL

IMMIGRANT VOICES FROM 2015

Latino/a, Arab, White, Asian, Black, N/A

Spanish, Arabic, Farsi, Estonian, Lithuanian, Nepali, Berber

Russian, Hindi, French, Tigry, EnglishOnly 7 listed English

PRIMARY QUESTIONS

BEFORE COMING TO THE U.S.What perceptions of America and racism did students have?AFTER COMING TO THE U.S.How did those perceptions change once they had immigrated?What types of differential treatment (positive and/or negative)

do students perceive due to racial, linguistic, and/or cultural differences?

BEFORE: HOW WELL DID YOU THINK AMERICANS KNEW YOUR NATIVE COUNTRY?

77%

15%8%

Knew little to nothingKnew someKnew well

Based on this assumption, how did you feel about immigrating?

8 4 1

15% BELIEVED AMERICANS WOULD BE KNOWLEDGEABLE77% BELIEVED AMERICANS WOULD KNOW LITTLE OR NOTHING

“I thought that they know my country very well… I knew very much about America before to immigrant to USA.” (Iranian

male)

“I think Americans don’t know very much about my country and my culture, but they do very well about my Arabic

language.” (Sudanese male)

AFTER: HOW DID AMERICANS VIEW YOUR NATIVE COUNTRY?

42%

33%

17%8%

Column1

Positive viewPositive & NegativeNegativeNo knowledge of my country

El Salvador, Bolivia, Iran, Nepal

/ Sudan, Lithuania, Colombia, Eritrea

Bolivia, Mexico

? Algeria

RANGE OF PERCEPTIONS“makes an attempt to connect to me and find similarities between our cultures. He likes to try native recipes…very respectful and tolerant of my culture (El Salvadorean

female)“shock that mexico has cars and television

and that I dress ‘normal’ …some people don’t think of there being cities, but instead ‘pueblos’.” (Mexican female)

“They don’t know anything.” (Algerian female)

BEFORE: WHAT DID YOU KNOW ABOUT RACE RELATIONS IN AMERICA?

46%

23%

31%

Knew about racismThought racism didn't existKnew noth-ing at all

PERCEPTIONS OF RACIAL DISCRIMINATION

“One time a teacher told me to go back to my country because I was late to

class. She said really bad things to me outside the classroom. I remember that I have that bad experience at Nova last

semester.” (Colombian female)

“people strongly disliked me for being Mexican. Even

teachers…it was horrible. I thought teachers were

supposed to be caring.”(Mexican female)

WHO WAS MORE LIKELY TO PERCEIVE DIFFERENTIAL TREATMENT DUE TO RACE?

036

Knew prior to immigrat-ingDidn't know or believed it didn't exist

WHY MIGHT THAT BE THE CASE?“Lake of new immigrants ability [should

be addressed.] Because many newcomer because don’t know language and

culture they feels discrimination only because of lake of their knowledge.”

(Iranian male)“I didn't have any positive or negative experience. The main reason because I am white girl and most at time people think

that I am American.” (Ukrainian female)

CORRELATION BETWEEN PERCEIVING DISCRIMINATION BASED ON RACE, LANGUAGE, AND CULTURE

Language CulturePositive Negativ

e+ / - NO Positive Negativ

e+ / - NO

YES 1 3 2 3 2 1NO 1 1 5 1 1 5

CORRELATION BETWEEN PERCEIVING DISCRIMINATION BASED ON RACE, LANGUAGE, AND CULTURE

Language CulturePositive Negativ

e+ / - NO Positive Negativ

e+ / - NO

YES 1 3 2 3 2 1NO 1 1 5 1 1 5

(2013) Of those who reported NO differential treatment based on race:


(2015) Of those who reported NO differential treatment based on race:


PERCEPTIONS OF LINGUISTIC DISCRIMINATION“At first I did get treated differently, in fourth grade I attempted to read but

people would just laugh. After I learned how to speak English I haven’t felt any different treatment since I know how to

speak English well.” (El Salvadorian female)

“most [Americans] were very patient, kept trying to understand me. I have negative experience with people who

were not English native speaker, their would be more judgmental.

(Lithuanian female)

PERCEPTIONS OF CULTURAL DISCRIMINATION

“No [I have not experienced cultural discrimination] I think part of it is

because might be due to the fact that people from my generation is not as

attached to the culture and beliefs as before. (Bolivian female)

“I never been to my religious place (Temple) and I don’t celebrate my own festivals. It is impossible and will be, because of big fish always

eat small fish. (Nepalese male)

FINAL THOUGHTS

DANGEROUS CYCLE

Silence Race Talk

Future Talk Silenced

Systemic Change Reduced

Gaps, Inequities

Patterned Privilege & Oppression

(Castagno 2008)

INTERCULTURAL COMMUNICATION

(Lee, 2007;Charles-Toussaint & Crowson, 2010;

Hung & Hyun, 2010;Nilsson, Butler, Shouse & Chetan, 2008;

Alfred, 2009)

Faculty

StudentsStaff

INCORPORATE DIVERSITY & INTERCULTURAL ISSUES IN CURRICULUM

Materials on Race & Ethnicity Counter Narratives

Anti-Racist Pedagogy Socially Responsible Teaching

Change School

Environment

(Glass, 2012;Curran, 2003;Briscoe, 2003 as cited in Grant & Zwier, 2011)

GLOBAL ISSUES & PEACE CONTENT

Interest & Excitement

AttendanceParticipation

Motivation

(Swenson & Cline, 1993; Yoshimura, 1993 as cited in Kruger, 2012)

EXAMPLES

http://gameslearningsociety.org/

http://www.gamesforchange.org/play/

(Using Games to Bridge Social Responsibility & Language Learning, Fri 3:00-3:45 802A)







REFERENCES

Alfred, M. (2009). Nonwestern Immigrants in Continuing Higher Education: A Sociocultural Approach to Culturally Responsive Pedagogy. The Journal of Continuing Higher Education, 137-148.

Bleichenbacher, L. (2012). Linguicism in Hollywood movies? representations of, and audience reactions to multilingualism in mainstream movie dialogues. Multilingua, 31, 155-176. doi: 10.1515/multi-2012-0008

Castagno, A. (2008). “I Don't Want To Hear That!”: Legitimating Whiteness Through Silence In Schools. Anthropology & Education Quarterly, 314-333.

Charles-Toussaint, G. C., & Crowson, H. M. (2010). Prejudice against international students: The role of threat perceptions and authoritatian dispositions in u.s. students. The Journal of Psychology, 144(5), 413-428.

Curran, M. E. (2003). Linguistic diversity and classroom management. Theory Into Practice, 42(4), 334-340. Retrieved from http://www.jstor.org/stable/1477397

Eriksen, T. H. (1992). Linguistic hegemony and minority resistance. Journal of Peace Research, 29(3), 313-332. Retrieved from http://www.jstor.org/stable/424284

Faez, F. (2012). Linguistic Identities and Experiences of 1.5 Generation Teacher Candidates: Race Matters. TESL Canada Journal, 29(6), 124-141.

Glass, C. R. (2012). Educational experiences associated with international students' learning, development, and positive perceptions of campus climate. Journal of Studies in International Education, 16(3), 228-251. doi: 10.1177/1028315311426783

Grant, C. A., & Zwier, E. (2011). Intersectionality and student outcomes: Sharpening the struggle against racism, sexism, classism, ableism, heterosexism, nationalism, and linguistic, religious, and geographical discrimination in teaching and learning. Multicultural Perspectives, 13(4), 181-188. Retrieved from http://dx.doi.org/10.1080/15210960.2011.616813

Han, H. (2014). “Westerners,” “Chinese,” and/or “Us”: Exploring the Intersections of Language, Race, Religion, and Immigrantization. Anthropology & Education Quarterly, 45(1), 54-70.

International student statistical report. (2012). Unpublished raw data, International Students & Scholar Services, Retrieved from http://international.unt.edu/sites/default/files/advising/UNT-Statistical-Report-Fall-2012.pdf

Kang, O., & Rubin, D. L. (2009). Reverse linguistic stereotyping: Measuring the effect of listener expectations on speech evaluation. Journal of Language and Social Psychology, 28, 441-456.

Khawaja, N. G., & Stallman, H. M. (2011). Understanding the coping strategies of international students: A qualitative approach. Australian Journal of Guidance and Counseling, 21(2), 203-224. doi: 10.1375/ajgc.21.2.203

Kruger, F. (2012). The role of TESOL in educating for peace. Journal of Peace Education, 9(1), 17-30.

Lawton, R. (2013). Speak English or Go Home: The Anti- Immigrant Discourse of the American ‘English Only’ Movement. Critical Approaches to Discourse Analysis across Disciplines, 7(1), 100-122.

Lee, J. J. (2010). International students' experiences and attitudes at a us host institution: Self-reports and future recommendations. Journal of Research in International Education, 9(1), 66-84. doi: 10.1177/1475240909356382

Lee, J. J., & Rice, C. (2007). Welcome to America? international student perceptions of discrimination. Higher Education, 53, 381-409. doi: 10.1007/s10734-005-4508-3

Ly, P. (2008). Caught between two cultures. Diverse Issues in Higher Education, 25(14), 24-25. Mahboob, A., & Szenes, E. (2007). Linguicism And Racism In Assessment Practices In Higher

Education. Linguistics and the Human Sciences, 3(3), 325-354. Nilsson, J., Butler, J., Shouse, S., & Joshi, C. (2008). The Relationships Among Perfectionism,

Acculturation, and Stress in Asian International Students. Journal of College Counseling, 11, 147-158.

Niu, J., & Rosenthal, S. (2009). Trust discrimination toward socially dominant and subordinate social groups. North American Journal of Psychology, 11(3), 501-501.

Ng, S. H. (2007). Language-based discrimination. Journal of Language and Social Psychology, 26(2), 106-122. Retrieved from http://jls.sagepub.com

Pac, T. (2012). The English-Only Movement in the US and the World in the Twenty-First Century. Perspectives on Global Development and Technology, 11, 192-210.

Poyrazli, S., & Lopez, M. D. (2007). An exploratory study of perceived discrimination and homesickness: A comparison of international students and American students. The Journal of Psychology, 141(3), 263-280.

Ramburuth, P., & Tani, M. (2009). The impact of culture on learning: Exploring student perceptions. Multicultural Education & Technology Journal, 3(3), 182-195. doi: 10.1108/17504970910984862

Saperstein, A. (2006). Double-Checking the Race Box: Examining Inconsistency between Survey Measures of Observed and Self-Reported Race. Social Forces, 85(1), 57-74.

Smith, R. A., & Khawaja, N. G. (2011). A review of the acculturation experiences of international students. International Journal of Intercultural Relations, 35, 699-713. doi: 10.1016/j.ijintrel.2011.08.004

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FINAL THOUGHTS

Contact Info: References & Handout available at:[email protected] http://www.slideshare.net/ElisabethChanAssistant Professor, ESLCo-chair, TESOL Social Responsibility Interest Section

That not all states are equally progressive when

it comes to matters of race. I would have liked

to know this before applying

to schools

US is good, US is fun, but US can also be very lonely. And I mean very, very

lonely.

I should have known that all the

opportunities on campus are given to Americans and there

is no equal opportunity in real. If I want some hands on experience by

working on campus it is very difficult.

I tried to read books about US culture

before coming here, but to be honest, I

couldn't understand it until I experienced it. I wish I just didn't take a lot of things

too personal.

It is important not to judge the whole nation by one

unpleasant person. I am for the transparent

media, but I think sometimes in a pursuit

of sensation it polarizes the country

and created disagreements inside

of the nation.

1+1=2 in math, but

white+ black =1 at all "Human".

Thank you.

Immigrant students are an important

because they come from different parts of

the world and have different knowledge which we can learn

from each other. there should be more

opportunities to make us succeed equally not

leaving us behind.

Either [Americans] have to adapt to it or I have

to adapt to their likings, after all, this is not my country. I understand a

lot of international students have trouble of surviving in America

because they are reluctant to change.

But the experiences made me grow up,

hardened my heart a little, and gave me more confidence in

myself and to be proud of my country. I do not regret coming here. It was a hard and lonely

road for 8 years.

It was hard to be such an outsider and disliked for

being born where I was, something I had no control

over.

Thank you for this

chance to share my

own thoughts!!!!

Immigrant student voices

Education

Transcript of Immigrant student voices