Immigrant Tibetan Children in U.S. Schools: An Invisible Minority Group |
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| Abstract: | Most scholars believe that home and school cultural discontinuity contributes in a significant way to lower self-esteem and differential academic failure of many immigrant children. Academic and social adjustment problems of many recent immigrant Tibetan children in public schools clearly indicate the critical need to examine home and school conditions limiting their ability to experience success. Therefore, the primary purpose of this inquiry is to bring heightened awareness to the challenges and issues of educating a growing number of Tibetan children who otherwise may remain invisible in U.S. public schools. This article has three purposes. First, a literature review is undertaken to identify major issues of educating immigrant children in U.S. public schools. Second, the article proposes a three-pronged framework as a way to integrate Tibetan studies into existing curricula for the purpose of developing a culturally responsive learning environment. Finally, the study offers a number of ideas for future research studies that may identify home and schooling conditions that hinder or facilitate the learning of children-specifically Tibetan children as an invisible minority cultural group. |
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