Can this be used for positive effect and if so then how? Specifically, how in the situation of a transfer middle school student? Utilizing the "Positives" in Cultural Perceptions and Differences Studies and research has shown that transition to middle school effects students in the following areas: Students exhibit decreases in self-esteem, academic achievement, and motivation." (Anderman et al
This transition from elementary to middle school is inclusive of outcomes that are demonstrated by "behavioral problems" (Eccles et al., 1989) and "increases in psychological distress"(Chung et al
There are 55% more middle schools that in the beginning of the decade of the seventies and the number is growing. This transition from elementary to middle school is inclusive of outcomes that are demonstrated by "behavioral problems" (Eccles et al
There are 55% more middle schools that in the beginning of the decade of the seventies and the number is growing. This transition from elementary to middle school is inclusive of outcomes that are demonstrated by "behavioral problems" (Eccles et al
Building trust and working to instill confidence in their abilities and their prospect for a better future will provide the foundation for cultivating creative, critical thinkers. (Cummins, 1986) Citing from Lucas, Henze, & Donato, 1990, the Project Overview for Home School Studies listed the following as a foundation in Latino families: Latino immigrant families from Mexico and Central American express a deep and abiding belief in formal education as a means toward social and economic mobility and stability
Thus what is gained is often a stronger feeling of cultural pride than before leaving the home country. Stronger connections with family and other persons from the same country are also formed (Lee)
What results is then a combination of the original and the new culture in order to form something new. This new culture then becomes part of the "melting pot" concept (McGuire) that has been part of the ideal of assimilation
Assimilation is a word which defies the simple as well as definitions that are generally accepted (de Palo, Faini and Venturini,2007)
West African Assimilation has not always been the objective of France. Skeptical that the African people would ever become 'suitable" French citizens, and anxious at the potential expense of introducing such a system so complex and broad in its approach, the concept of Assimilation was only introduced later, pushed, to a great extent, by African individuals themselves (Crowder, 1991: 77)
Nonetheless, many of the aspects of this Direct Rule were still, indubiously, heartless. Senegal was the first colony where French Direct Rule occurred and from there its model spread to other new French West African colonies (Gunther, 1955)
An example is the poor state of Guinea where it was recorded that "France obtained one billion (old) francs or about 5.6 million dollars in foreign exchange, based on the sale of bauxite, coffee and bananas" (Rodney, 1990)
It is this idea that provides the main problem to the theory, particularly given the character of today's diverse American nation that is demarcated into many races and cultures. Not only is there no one model of an American nation, but this mythic 'American nation' is, in turn, shaped and formed by the many different ethnicities that it absorbs (Conzen et al
They also effect other's reception and perception of the immigrant. The assimilation theory, itself, when used by social worker, can trigger different coping and adaptive strategies on the part of the immigrant (Kivisto, 1990)
The theory fails to consider other forms of assimilation such as occupational and economic where these forms of assimilation play a determining role whether, and to which extent, the individual will assimilate into the larger society. Education, occupation and income are some of the many factors that play a constitutive role (Neidert & Farely, 1985)
The society requires that every program and procedure be made in accordance to the available measures of performance. This will assist in the eradication of the problems that are experienced often in the entire programs and procedures of management among the people in the society (Whittaker, 2012)
The majority culture was, in many ways, trying to stamp out the Aboriginal culture. As such, the "post'-colonial psyche of this period, and its belief, representative of the period, that Aboriginal people were bound for extinction" (Brewster 1)
This type of coercion was accepted thanks to propaganda as the Civilization Regulations of the 1880s. Original documents of the time period show that native customs and traditions were considered "a hindrance to the civilization of a tribe," and thus efforts to assimilate Native American youth should "adopt any means to prevent the attendance of children at the agency schools, or use arts of a conjurer to prevent the Indians from abandoning their heathenish rites and customs" (Harjo 1)
This often created tension in those who were of mixed race, as seen in the case of Molly; "as she grew older, Molly often wished that she didn't have light skin" (Pilkington 38). In fact, all three girls were in constant conflict because of their mixed race (Noyce 2002)
Regulations such as the Aborigines Act of 1931 show the white majority claiming superiority over the native peoples. According to the book, "Molly, Gracie and Daisy came from a remote community in the north-west of Western Australia where the white population tended to stick tightly together," (Pilkington 85)
Pratt writes "that all the Indian there is in the race should be dead. Kill the Indian in him, and save the man" (Pratt 1)