Artwork stating 'Education Destroys Barriers', 'We Demand Treatment', and 'I Need A Chance'

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  • A New Adjustment

    When choosing an industry to work in, cultural and familial pressures may play a role, especially around the field of mental health. When this proved true for a handful of international students at the University of Oregon, they joined together to form International Community Voices, a peer support group that addresses cultural barriers on college campuses.

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  • Carbondale Cops Learn Spanish in Compliance with Town Resolution

    To mitigate against growing concerns about the disconnect between Carbondale, Colorado police officers and community members, a local high school proposed a plan: have the cops learn Spanish. Not only has this impacted the police departments outreach, but it has also improved community and police trust.

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  • Meet the New Immigrants Reviving a Philadelphia Neighborhood

    In Philadelphia immigrants are driving population growth in the Northeast region of the city, in neighborhoods traditionally occupied by mostly white, Irish-Catholic, senior citizens. The “number of immigrants increased from 26,942 in 2000 to 48,623 in 2015, a leap of 80 percent.” However, city leaders, nonprofits, and schools are pulling in resources to help the growing immigrant population, many of whom are refugees.

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  • In New Mexico, demographic shifts have helped job growth

    Historically there has been stigma and pushback to bilingual and immigrant programs, but some counties are starting to embrace diversity as key to economic development. Greater diversity spurs innovation, entrepreneurship, and population growth in rural areas, recognition of these benefits has eased the stigma and encouraged more immigrant programs.

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  • How Germany is integrating its refugees

    In the midst of the Syrian refugee crisis, Germany has managed to integrate more than 1.2 million men, women, and children into schools and workplaces around the country. Although the learning curve is steep, refugees learn both language and cultural skills to help them adapt to their new life, and families are welcomed into makeshift homes while the government works to build new housing structures.

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  • How to Win Friends and Influence White People

    In the mid-60’s, Anne Forsyth, an heiress, noticed that despite Brown V. Board of education, white prep schools in the South were not being integrated. She wanted to change that. She also thought that by exposing white students to Black students it would make them less bigoted. So, she created the Stouffer foundation, which recruited Black students and placed them in white prep schools. In its first year, 20 black teenagers were placed in 7 white prep schools. Decades later, one student says it made him less racist.

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  • Trauma and transitions: How San Diego grapples with educating refugees.

    San Diego County public schools have a large number of refugee students and changes such as lowering noise levels (such as school bells) that triggered post-traumatic stress, reducing class sizes, providing daily teacher consistency, and integrating language and academic instruction has helped them feel more comfortable and fill the gaps in their education. Not all of the interventions have led to academic success, but schools are juggling very limited budgets to address the specific needs of refugee students, including extra English language instruction and counseling services.

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  • Native Youth and the Prophecy of Crazy Horse

    After generations of waiting, the Oglala Sioux prophecy of an economic, spiritual, and social renaissance is coming true. "Now the Seventh Generation is here," and they are creating dynamic change in one the least developed communities in the United States. Providing highly reduced tuition and parental efficacy at excellent schools has allowed many children to break the generational poverty chain.

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  • English learners: Other places are showing what works

    Dual language programs that split the school day into half English instruction and half in a different language have been shown to be effective for students learning English as well as native English speakers to learn a second language. For the programs to work, however, a school needs to be able to recruit bilingual teachers, the commitment of leaders, and adequate funding.

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  • English learners: Struggling CT schools ignore a proven path

    Dual language programs create a bifurcated school day with one half taught in English and the other half in a different language. Research has overwhelmingly shown that these programs, starting as early as kindergarten, helps close academic gaps between native and non-native English speakers as well as strengthen English skills and skills in their native language.

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