The last several decades have seen a significant increase in immigration to the United States.  Today, more than 20% of American children age 17 and younger have at least one foreign-born parent, and about 30% of these children are themselves foreign-born.Immigrant youths in the United States tend to adapt extremely well to their new surroundings.  Researchers report that immigrant students often perform in school as well or better than their US-born classmates.  Studies assessing psychological adjustment reveal similar findings:  Foreign-born students are less likely to abuse alcohol or break the law, and they demonstrate relatively higher levels of self-esteem than their US-born peers.The following quotations are responses from overachieving immigrant middle school students when asked by interviewers to explain their success:Student 1, eighth-grade valedictorian:  "When my mother first came to the United States from China, she spent all her time working, trying to earn a living to support her three children.  I know how much she has sacrificed, and I am so grateful that I am willing to do just about anything for her."Student 2, a straight-A student:  "[In my neighborhood] everyone knows everyone.  They all know what I am up to, so I want to make a good impression and have them think highly of me.  I also want to represent my community well to others."Even though immigrant families are often more prosperous in the United States than they were in their home countries, they still often struggle financially, typically due to parental language barriers.  The impressive adaptations of immigrant students occur despite impoverished circumstances; their parents tend to emphasize the importance of education as a means to attaining prosperity, reminding their children that they immigrated to provide their children with access to better education than was available in their homeland.  Immigrant children tend to internalize their parents' attitude toward educational achievement.Members of ethnic minorities in the United States also stress loyalty to family and community over self, so children feel a strong sense of gratitude and allegiance to their parents.  Immigrant parents with successful children have usually formed close relationships with members of their ethnic community; members of ethnic enclaves tend to demonstrate consensus on values and exert an unusually high level of control over the children's behavior through regular monitoring.L. E. Berk. Child Development © 2006 Pearson Question 19According to Kohlberg's theory of moral development, which of the following is most likely to motivate Student 2 to work hard in school?A.Fear of being punishedB.Expectation of a rewardC.Praise from parentsD.Internal standards of success

Why might the competitiveness and individualism of American schools be a problem for students from other cultural backgrounds? a. Newly arrived immigrants tend to adopt American values uncritically. b. In order to fit in, students from other cultural backgrounds may become even more competitive than the typical student. c. Competition and individualism lead to lower achievement. d. Some cultures more highly value cooperation and family loyalty.

True/False: A newcomer is “Any foreign-born students and their families who have recently arrived in the United States.”

The majority of American citizens are descendants of immigrants.Group of answer choicesTrueFalse

European immigrants and their children faced a unique position in America. Many who had come from Austria-Hungary and Germany still felt connected to their home countries and cultures, but now, as Americans, found themselves at war with those very nations. Others who held beliefs considered radical or “anti-American” were viewed with suspicion. German-Americans, labor activists, suffragists, immigrants, African American activists, and socialists were subjected to threats, harassment, imprisonment, and physical violence. German Americans were especially viewed with suspicion and were seen as having “divided loyalities” because of their immigrant heritage. Many German Americans lost jobs, and some were even lynched. German towns changed their names, and orchestras stopped playing German music. Hyper-vigilance (paranoia) on the home front led to spontaneous outbreaks of violence against groups whose loyalty to the United States was considered suspect.At the same time, civil liberties and freedoms were sharply curtailed (limited) under the justification of wartime. The Espionage Act of 1917 and the Sedition Act of 1918 criminalized the expression of antiwar sentiment and criticism of the US government and armed forces. Voluntary associations were created to identify dissidents (those who disagreed with the government), and many of these worked together with the Federal Bureau of Investigation to patrol the home front and punish perceived “enemies,” or those deemed to be participating in anti-American activities. Often times, this legislation was used as an excuse to jail and/or deport radical activists, socialists, and labor leaders organizing workers to protest. This trend is most famously exemplified in the Supreme Court case Schenck v. United States (1919). Charles Schenck, a socialist and anti-war activist, distributed pamphlets persuading soldiers to resist the draft. He was arrested and charged with violating the Espionage Age. Schenck sued, saying his First Amendment rights were being violated. The Supreme Court decided against Schenck, saying that in times of war, freedom of speech can be limited if it presents a clear and present danger, much like shouting “Fire!” in a crowded theater. This ruling created the Clear and Present Danger Test, which is still used by courts to judge whether or not freedom of speech must be limited because it causes a danger to society.QUESTION 410 pointsHow did the US restrict people's rights during WWI? Was this justified?

In the late 1800s, American cities had a high number of foreign-born citizens.TrueFalse