Literature Review of Disparities in American Education
Name
Institution
Literature Review of Disparities in American Education
Research Problem
Introduction
Education is a critical part of our society – a necessity. It is a multifaceted element that is often influenced by numerous factors. Various facts stand out in analyzing education in the United States. The country is among the most populous in the globe holding the third position behind China and India, respectively. Also, the United States boasts of the largest economy on the globe – a critical aspect. It has one of the largest and most robust education systems across the globe. The concept of disparity in the education system is a vital one. Domestically, the challenge of inequality is prominent. The aspects range from economic inequality, despite the strong economy, to regional, cultural, racial, and political inequalities – which expose the deep fissures in the society. The concept facilitates an in-depth analysis and evaluation of disparities in American education and the consequent impacts from various perspectives. This literature review aims to identify and explore multifactorial relationships in this context.
Fargo-Moorhead Metropolitan Area.
Effectively grasping the complexity of the issue requires understanding the American social landscape – a critical element to addressing the research problem addressed in this critical literature review. This paper takes a specific approach to the Fargo-Moorhead metropolitan area. It comprises of Fargo in North Dakota, Moorhead in Minnesota, and the proximate communities. Fundamental relationships are evident from a review of the United States Census Bureau data for this area based on estimates for 2019. The population characteristics of the area are interesting. For instance, foreign-born individuals in the period of 2014 to 2018 comprised of 8.8% of the population in Fargo city. In Moorhead, they comprise 5.8% of the population (United States Census Bureau, 2019). These figures reveal the significantly small, yet critical fraction, of foreign-born individuals in the larger population.
Race distribution reveals the reduced diversity levels in the area. Immigrants are a fundamental aspect of the wider American society – a great contributor to its characteristic diversity. The population in the Fargo-Moorhead metropolitan area has increased in the past few years, with the foreign-born population exhibiting extensive diversity. For instance, unique data reveals that this diverse population derives from Australia and Oceania, Sub-Saharan Africa, Asia, The Middle East, and North Africa, Europe, Central and South America, and North America and the Caribbean. These are represented at 0.3%, 28.4%, 33.2%, 8.4%, 14.6%, 8.3%, and 6.7% of the foreign-born population, respectively (United States Census Bureau, 2019).
Education and Immigration
The ideal situation concerning education policy in the Fargo-Moorhead metropolitan area would be inclined towards inclusivity and acknowledging diversity. One critical element that demographic data shows is the existence of a diverse population in this metropolitan area and across the country. With immigration on the rise, education is a great concern. Questions arise about the suitability of existing structures and policy frameworks to changing demographics. The American economy is morphing into an increasingly knowledge-based state with the developing modern economy. Education stands out as a fundamental need for this reason – it affects various challenges that most immigrants and new Americans face.
Different challenges exist for immigrants, and in observing this on identifies the various relationships they have with education. In the United States, one of the major challenges is the language barrier. Secondly, raising children and helping them succeed in school is another vital challenge – parents identify the need to empower their children through education to better their societal integration. Another critical challenge is finding and securing work – a fundamental element to survive effectively. Accessing services is also a challenge for some. Transportation itself is a challenge for numerous reasons – yet it is a vital need in this society. Finally, cultural barriers transcend almost all aspects of immigrants, new Americans, and even refugees. Education as a tool for empowerment stands out.
Problem Statement
Understanding the implications, challenges, and other dimensions highlighted above is critical to understand the problem driving this research. The main problem is the policy gap in facilitating the inclusion of immigrants and new Americans in the education system. The problem occurs where the relevant public administration bodies have fallen short in providing comprehensive and accommodating policies. The issue has existed over some time and has brought about various impacts that include the lack of equal opportunity for this demographic, among others. The results of this deleterious state of affairs are that these individuals fail to effectively contribute to their new society optimally despite exhibiting great potential, as suggested by extensive research – a critically negative outcome.
Research Purpose
Hence, this paper aims at exploring a critical problem: How have social, political, and economic components affected policy formulation and implementation in addressing disparity for new Americans, and immigrants, and hence, the effectiveness of education access and reception in the Fargo-Moorhead area within the past decade as indicated by critical data and literature?
The explorative approach adopted in this paper addresses multidimensional aspects. For instance, American society and the American identity is one primary factor. Under this factor, aspects such as attitudes towards immigrants and new Americans will be explored. Brown (2011) discovers that among 5 to 11-year-olds who participated in her study, the concept of being American was – love America, live by its rules, and be white, an interesting find (Brown, 2011). The concept of the immigrant paradox is another vital concept. It refers to the population-level occurrence where newcomer immigrant youth have more optimal developmental results and outcomes than the United States born, more acculturated, youth (Marks, Ejesi & García Coll, 2014). The impact of education funding policies is another vital element of consideration addressed. Various researchers have looked into these impacts and have identified the positive influence they have on outcomes. For instance, Dougherty et al. address the element of funding from the perspective of the undocumented immigrant, highlighting positive impacts of favorable funding policy for these immigrants – considering that they tend to have lower family incomes (Dougherty, Nienhusser & Vega, 2010).
Understanding and acknowledging the value of policies in driving impact is another fundamental factor. Extensive literature has been developed from wide-ranging research to provide eye-opening empirical outcomes. The impact of funding policies, the process of integration of immigrants, the influence of politics on education policy, and higher education and minority-oriented policy are addressed under this concept.
Further, the other fundamental aspects are policy implications and access to education, the minority perspective, and policy expectations, and finally, the effects of economic disparities on educational outcomes. These dimensions of evaluation will present a fundamental ground for evaluation and analysis of the key problem. Key research gaps will be addressed. There is limited research evaluating the education system and structure in North Dakota and its effectiveness. The reality of this presents a challenge in identifying trends and occurrences that are specific to this region. The approach that has been adopted is inclined towards carrying out an extensive country-wide analysis to identify critical trends, data relationships, and consequently impactful courses of action across the nation and use this to present a benchmark for the Fargo-Moorhead metropolitan area.
Conclusion
In summation, there exists an extensive array of influences that are impactful on the immigrant and new American population’s experience with the education system. The challenges and opportunities run all through from the elementary, middle, and high school and tertiary levels of education. Understanding the implication of the various elements is a critical step in developing multi-optional, effective, and sound policies. Acknowledging the limitations in research opens the research process to new approaches. For instance, through this evaluation process, one is tasked with asking complementary questions that further create insight into the research problem, and the need to address it. The idea leads to the development of a significant concept that addresses the end objective of this study. For instance, questions may arise concerning the impact of educationally empowering immigrants and new Americans – being a significantly smaller fraction of the entire population. A review of literature across the country reveals a fundamental relationship between empowering the minority, and the majority’s benefit – a mutually experienced win-win state of affairs. Sidelining minorities has been found to have overall negative outcomes for individuals, society, and the country at large. This literature review will address vital concepts that will explore the Fargo-Moorhead position in the context of the research problem.
References
Brown, C. (2011). American elementary school children’s attitudes about immigrants, immigration, and being an American. Journal Of Applied Developmental Psychology, 32(3), 109-117. doi: 10.1016/j.appdev.2011.01.001
Dougherty, K., Nienhusser, H., & Vega, B. (2010). Undocumented Immigrants and State Higher Education Policy: The Politics of In-State Tuition Eligibility in Texas and Arizona. The Review Of Higher Education, 34(1), 123-173. doi: 10.1353/rhe.2010.0012
Marks, A., Ejesi, K., & García Coll, C. (2014). Understanding the U.S. Immigrant Paradox in Childhood and Adolescence. Child Development Perspectives, 8(2), 59-64. doi: 10.1111/cdep.12071
United States Census Bureau. (2019). QuickFacts: Fargo city, North Dakota; Moorhead city, Minnesota. U.S. Department of Commerce.
Literature Review of Disparities in American Education
Name
Institution
Literature Review of Disparities in American Education
Research Problem
Introduction
Education is a critical part of our society – a necessity. It is a multifaceted element that is often influenced by numerous factors. Various facts stand out in analyzing education in the United States. The country is among the most populous in the globe holding the third position behind China and India, respectively. Also, the United States boasts of the largest economy on the globe – a critical aspect. It has one of the largest and most robust education systems across the globe. The concept of disparity in the education system is a vital one. Domestically, the challenge of inequality is prominent. The aspects range from economic inequality, despite the strong economy, to regional, cultural, racial, and political inequalities – which expose the deep fissures in the society. The concept facilitates an in-depth analysis and evaluation of disparities in American education and the consequent impacts from various perspectives. This literature review aims to identify and explore multifactorial relationships in this context.
Fargo-Moorhead Metropolitan Area.
Effectively grasping the complexity of the issue requires understanding the American social landscape – a critical element to addressing the research problem addressed in this critical literature review. This paper takes a specific approach to the Fargo-Moorhead metropolitan area. It comprises of Fargo in North Dakota, Moorhead in Minnesota, and the proximate communities. Fundamental relationships are evident from a review of the United States Census Bureau data for this area based on estimates for 2019. The population characteristics of the area are interesting. For instance, foreign-born individuals in the period of 2014 to 2018 comprised of 8.8% of the population in Fargo city. In Moorhead, they comprise 5.8% of the population (United States Census Bureau, 2019). These figures reveal the significantly small, yet critical fraction, of foreign-born individuals in the larger population.
Race distribution reveals the reduced diversity levels in the area. Immigrants are a fundamental aspect of the wider American society – a great contributor to its characteristic diversity. The population in the Fargo-Moorhead metropolitan area has increased in the past few years, with the foreign-born population exhibiting extensive diversity. For instance, unique data reveals that this diverse population derives from Australia and Oceania, Sub-Saharan Africa, Asia, The Middle East, and North Africa, Europe, Central and South America, and North America and the Caribbean. These are represented at 0.3%, 28.4%, 33.2%, 8.4%, 14.6%, 8.3%, and 6.7% of the foreign-born population, respectively (United States Census Bureau, 2019).
Education and Immigration
The ideal situation concerning education policy in the Fargo-Moorhead metropolitan area would be inclined towards inclusivity and acknowledging diversity. One critical element that demographic data shows is the existence of a diverse population in this metropolitan area and across the country. With immigration on the rise, education is a great concern. Questions arise about the suitability of existing structures and policy frameworks to changing demographics. The American economy is morphing into an increasingly knowledge-based state with the developing modern economy. Education stands out as a fundamental need for this reason – it affects various challenges that most immigrants and new Americans face.
Different challenges exist for immigrants, and in observing this on identifies the various relationships they have with education. In the United States, one of the major challenges is the language barrier. Secondly, raising children and helping them succeed in school is another vital challenge – parents identify the need to empower their children through education to better their societal integration. Another critical challenge is finding and securing work – a fundamental element to survive effectively. Accessing services is also a challenge for some. Transportation itself is a challenge for numerous reasons – yet it is a vital need in this society. Finally, cultural barriers transcend almost all aspects of immigrants, new Americans, and even refugees. Education as a tool for empowerment stands out.
Problem Statement
Understanding the implications, challenges, and other dimensions highlighted above is critical to understand the problem driving this research. The main problem is the policy gap in facilitating the inclusion of immigrants and new Americans in the education system. The problem occurs where the relevant public administration bodies have fallen short in providing comprehensive and accommodating policies. The issue has existed over some time and has brought about various impacts that include the lack of equal opportunity for this demographic, among others. The results of this deleterious state of affairs are that these individuals fail to effectively contribute to their new society optimally despite exhibiting great potential, as suggested by extensive research – a critically negative outcome.
Research Purpose
Hence, this paper aims at exploring a critical problem: How have social, political, and economic components affected policy formulation and implementation in addressing disparity for new Americans, and immigrants, and hence, the effectiveness of education access and reception in the Fargo-Moorhead area within the past decade as indicated by critical data and literature?
The explorative approach adopted in this paper addresses multidimensional aspects. For instance, American society and the American identity is one primary factor. Under this factor, aspects such as attitudes towards immigrants and new Americans will be explored. Brown (2011) discovers that among 5 to 11-year-olds who participated in her study, the concept of being American was – love America, live by its rules, and be white, an interesting find (Brown, 2011). The concept of the immigrant paradox is another vital concept. It refers to the population-level occurrence where newcomer immigrant youth have more optimal developmental results and outcomes than the United States born, more acculturated, youth (Marks, Ejesi & García Coll, 2014). The impact of education funding policies is another vital element of consideration addressed. Various researchers have looked into these impacts and have identified the positive influence they have on outcomes. For instance, Dougherty et al. address the element of funding from the perspective of the undocumented immigrant, highlighting positive impacts of favorable funding policy for these immigrants – considering that they tend to have lower family incomes (Dougherty, Nienhusser & Vega, 2010).
Understanding and acknowledging the value of policies in driving impact is another fundamental factor. Extensive literature has been developed from wide-ranging research to provide eye-opening empirical outcomes. The impact of funding policies, the process of integration of immigrants, the influence of politics on education policy, and higher education and minority-oriented policy are addressed under this concept.
Further, the other fundamental aspects are policy implications and access to education, the minority perspective, and policy expectations, and finally, the effects of economic disparities on educational outcomes. These dimensions of evaluation will present a fundamental ground for evaluation and analysis of the key problem. Key research gaps will be addressed. There is limited research evaluating the education system and structure in North Dakota and its effectiveness. The reality of this presents a challenge in identifying trends and occurrences that are specific to this region. The approach that has been adopted is inclined towards carrying out an extensive country-wide analysis to identify critical trends, data relationships, and consequently impactful courses of action across the nation and use this to present a benchmark for the Fargo-Moorhead metropolitan area.
Conclusion
In summation, there exists an extensive array of influences that are impactful on the immigrant and new American population’s experience with the education system. The challenges and opportunities run all through from the elementary, middle, and high school and tertiary levels of education. Understanding the implication of the various elements is a critical step in developing multi-optional, effective, and sound policies. Acknowledging the limitations in research opens the research process to new approaches. For instance, through this evaluation process, one is tasked with asking complementary questions that further create insight into the research problem, and the need to address it. The idea leads to the development of a significant concept that addresses the end objective of this study. For instance, questions may arise concerning the impact of educationally empowering immigrants and new Americans – being a significantly smaller fraction of the entire population. A review of literature across the country reveals a fundamental relationship between empowering the minority, and the majority’s benefit – a mutually experienced win-win state of affairs. Sidelining minorities has been found to have overall negative outcomes for individuals, society, and the country at large. This literature review will address vital concepts that will explore the Fargo-Moorhead position in the context of the research problem.
References
Brown, C. (2011). American elementary school children’s attitudes about immigrants, immigration, and being an American. Journal Of Applied Developmental Psychology, 32(3), 109-117. doi: 10.1016/j.appdev.2011.01.001
Dougherty, K., Nienhusser, H., & Vega, B. (2010). Undocumented Immigrants and State Higher Education Policy: The Politics of In-State Tuition Eligibility in Texas and Arizona. The Review Of Higher Education, 34(1), 123-173. doi: 10.1353/rhe.2010.0012
Marks, A., Ejesi, K., & García Coll, C. (2014). Understanding the U.S. Immigrant Paradox in Childhood and Adolescence. Child Development Perspectives, 8(2), 59-64. doi: 10.1111/cdep.12071
United States Census Bureau. (2019). QuickFacts: Fargo city, North Dakota; Moorhead city, Minnesota. U.S. Department of Commerce.