The Issues and Assets of African Youth on Staten Island's North Shore:

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Even those who went to good schools in Africa can havetrouble adjusting to the American school system as the type<strong>of</strong> school work required, relationships between teachers <strong>and</strong>students, <strong>and</strong> general education expectations may bedifferent. For example, in Africa it is not uncommon for 21 or22-year olds to still be in high school.While most <strong>African</strong>s on the North Shore speak English,differences in dialect seriously challenge youth in school.<strong>The</strong>y have trouble underst<strong>and</strong>ing the teachers, who <strong>of</strong>tenspeak fast <strong>and</strong> struggle with important st<strong>and</strong>ardized tests,like the Regents Exams <strong>and</strong> SATs. Reading &comprehension difficulties are particularly pervasive.Embarrassed by their accent <strong>and</strong> low skills level, some youthavoid activities that could help, like reading aloud.“…Our children face reading problems. It isvery difficult for the kids to catch up inschool because <strong>of</strong> that, <strong>and</strong> it is even moredifficult when other children in school arelaughing at them <strong>and</strong> calling them names.<strong>The</strong>ir accent is another issue with ourchildren.” 40North Shore schools have low capacity to meet youthacademic needs <strong>of</strong> <strong>African</strong> immigrant youth. Parentscomplain that youth may be placed in a particular gradebecause <strong>of</strong> their age <strong>and</strong> but which is inappropriate for theirability.“What I do know is that the school systemdoes not help our children when they cometo this country. As a matter <strong>of</strong> fact, thesechildren are coming from a war-torn country,where there has been years <strong>of</strong> fighting <strong>and</strong>blood-shed. And during all these yearschildren were not going to school, so by thetime they get to the USA [they are far40 Parent interview, February 3, 2009.behind]. Example: the child might be theage <strong>of</strong> a fifth grade student, but have theunderst<strong>and</strong>ing <strong>of</strong> a first grade student. Nowbecause <strong>of</strong> their age they are placed in thefifth grade with regular fifth graders. Whatdo you expect this child to do in thisclass?” 41Schools explained that placing newcomer youth is a strugglesince older youth may not be able to keep up in the samegrade as their age-mates, but the converse (for example,putting a 15-year old in the third grade) also presentsproblems. At the 2008 <strong>Issues</strong> & <strong>Assets</strong> <strong>of</strong> <strong>African</strong> <strong>Youth</strong>Conference, a teacher reported that the Board <strong>of</strong> Educationis aware <strong>of</strong> the problems but does not have the resources toaddress them.Physical <strong>and</strong> verbal harassment (bullying) makes schooleven more difficult. <strong>Youth</strong> <strong>and</strong> parents reported <strong>African</strong> youthbeing beat up, called names, <strong>and</strong> made fun <strong>of</strong> because <strong>of</strong>their accent or trouble reading. Some assessmentparticipants even reported instances <strong>of</strong> teachers callingyouth names. Some youth are bullied to such an extent thatthey don‟t want to go to school anymore.“…My daughter was always laughed at inschool <strong>and</strong> called names. It came to thepoint that she could no longer take it <strong>and</strong>decided to fight back. When that happenedthe school called to inform me that mydaughter was being suspended from schoolfor fighting in school. How does this feel tomy child?” 42<strong>Youth</strong> also complained about gang fights, other youthbringing weapons to school, <strong>and</strong> kids doing drugs before <strong>and</strong>41 Parent interview, February 9, 2009.42 Parent interview, February 3, 2009.24
after school. When asked about his body map, the artist (atright) explained:“Even if you are quiet they push you to fight,people are always trying to put somethingelse on you.” 43Low parent involvement in their children‟s education meansthat they cannot help youth to overcome their academic <strong>and</strong>social challenges in school or communicate with teachers toaddress them. Many youth-serving organizations said thatlack <strong>of</strong> parental involvement in their child‟s life or with theprogram is the main challenge they face in meeting thechild‟s needs. This assessment identified three primaryfactors limiting parent involvement in their children‟sactivities in school <strong>and</strong> after-school programs. Low educational levels <strong>and</strong> low confidence in theirability to assist their childrenEconomic dem<strong>and</strong>s <strong>and</strong> long working hoursCultural notion <strong>of</strong> complete authorityover/responsibility for children by whomever they arein the care <strong>of</strong> (i.e. school personnel, youth serviceproviders)Distrust that involvement will help their childrenEducation levelsMany <strong>African</strong> parents <strong>and</strong> guardians living on the NorthShore do not have high levels <strong>of</strong> education, <strong>and</strong> many,especially women, have low literacy or are illiterate. <strong>The</strong>chart at right shows literacy rates in the home countrieswhere many <strong>of</strong> the North Shore immigrants are from. Inaddition, some parents do not speak English, or speakdialects <strong>of</strong> English with a very thick accent which makes itdifficult for them to communicate with American Englishspeakers. Some parents are ashamed <strong>of</strong> their educationlevel or communication difficulties <strong>and</strong> find it too challengingor do not try to overcome them.Figure 18: Artist explains his body map toIRC’s Refugee <strong>Youth</strong> Program Director at theTaking a St<strong>and</strong> event, August 2, 2008. Photoby Lori Weintrob.43 Taking A St<strong>and</strong> Event, 08/02/08.25
Page 11 and 12: have, and designin
Page 13 and 14: Figure 3:The North
Page 15 and 16: Findings: Issues <
Page 17 and 18: Issue: Lack of mon
Page 19 and 20: Youth and<
Page 21 and 22: Issue: Living in unsafe conditions<
Page 23 and 24: Asset: Visions for a more empowerin
Page 25 and 26: Asset: Strength of
Page 27: Figure 17: Peer pressure problem tr
Page 31 and 32: Culture of communa
Page 33 and 34: Issue: Few opportunities for constr
Page 35 and 36: Finally, access of
Page 37 and 38: ConclusionThis assessment was explo
Page 39 and 40: Next Steps and Rec
Page 41 and 42: AppendixList of Or

The Issues and Assets of African Youth on Staten Island's North Shore:

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