A Public Agenda survey of over 1,200 parents in California, with interviews conducted in English and Spanish, finds a gap between what parents want for their children during the summer and the activities in which their children were able to participate. Majorities of parents said it is important for their child to partake in a variety of activities during the summer, not only spending time with family, but also participating in enriching activities, including academics.
Research Studies: Race, Religion & Society
A Time to Learn, A Time to Grow: California Parents Talk About Summertime And Summer Programs
A Place to Call Home: What Immigrants Say Now About Life in America
Immigrants are holding fast to their belief that America remains the land of opportunity, according to a new Public Agenda study. Majorities of immigrants report they become comfortable in the United States quickly, even as ties to their birth country have become stronger since we last surveyed immigrants in 2002.
Out Before the Game Begins: Hispanic Leaders Talk About What’s Needed to Bring More Hispanic Youngsters Into Science, Technology and Math Professions
This Public Agenda report, prepared for IBM's summit on "America's Competitiveness: Hispanic Participation in Technology Careers," is based on in-depth interviews with 19 key leaders from vastly different fields and backgrounds. Nearly all of the interviewees said that when it comes to Hispanic and Latino students, the education pipeline is all but broken.
Walking a Mile: A First Step Toward Mutual Understanding: A Qualitative Study Exploring How Indians and Non-Indians Think About Each Other
This new study is one of the most in-depth examinations ever made of the thinking of American Indians and non-Indians about each other. The research--based on 12 focus groups conducted in 2006 and 2007--explores Indians' perceptions of their own place in contemporary American society and how non-Indians view American Indians, what they know (or think they know), the generalizations they make and stereotypes they hold, how their perceptions were formed and their interest in learning more. The research was made possible by a grant from The Christian A. Johnson Endeavor Foundation.
Reality Check 2006, Issue No. 2: How Black and Hispanic Families Rate Their Schools
The second in a series of Reality Check reports finds that black and Hispanic students are more likely than their white counterparts to report "very serious" problems in their schools on both academic and social dimensions.
Three in 10 black youngsters report very serious levels of disruption and unrest in their schools – not just "somewhat serious," but "very serious." Black students are twice as likely as white students to say that schools not getting enough money is a very serious problem in their community.
Great Expectations: How the Public and Parents -- White, African American and Hispanic -- View Higher Education
For most Americans, a college education has replaced the high school diploma as the gateway to the middle class, and we found African American and Hispanic parents are significantly more likely than whites to emphasize the value of higher education, not less. The public's focus isn't just on the credential but on the personal growth, skills and perspective that students take away from a college education. The public seems confident that anyone who really wants to go to college can find a way. But people acknowledge that poor families have a tougher time.
your disconnect is complete. you lack empathy. you exist day to day, but you do not live. your disconnect is complete. congratulations, you've attained worthlessness.
I am German and I have been taught a lot about native Americans in my English lessons, from an American teacher! Yes, we are partially involved as the majority of U.S. and ourselves are both of European origin. What has happened to the native Americans during the 19th century is comparable with the Holocaust. The fate of the Jews and native American during the 19th century is comparable in the point that treatment reached from persecution to trying to assimilate them into the mainstream society. Non-Jewish citizens had also crude stereotypes towards them. By the end of the 19th century the Jews have taken a courageous decision: To work on getting back their homeland, but even more important: To revive the Hebrew language and with it their ancient identity from what has remained of the past. Native Americans can learn from the Jews. They have to take a decision what they want for the future: Rebuilding their culture and reviving their languages in order to preserve their distinct identity or assimilate into the mainstream society. This question will certainly be answered different by each native American. I think that the key to preserve and rebuild the distinct identity lies in the economic development of the reservations in order to recollect members of the tribe. Nobody wants to abolish the U.S. in order give the whole of America back to the native Americans. It would furthermore be impossible. But it is possible to enlarge the reservations in order to improve their economic and infrastructural possibilities. The mainstream society has to consider if:they really want to continue to live with the debt from the past and work towards a monotonous English-only culture. A true reconciliation and rebuilding thriving native American communities will certainly of use for the whole nation. The non-native Americans should acknowledge native American culture as heritage of the country and native Americans should develope the will to rebuild their identity. Teaching about history and contemporaty life of native Americans in schools should also include the option to learn a local native American language. Last but not least native Americans ought to be prepared to forgive the whites what had happened. Forgiving is an important base for peace in general.