The impact of family and neighbourhood on the academic achievement among African American teenagers The WritePass Journal

The impact of family and neighbourhood on the academic achievement among African American teenagers 1.0 Introduction The impact of family and neighbourhood on the academic achievement among African American teenagers 1.0 Introduction2.0 Problem Definition3.0 Research Aim and Objectives4.0 Literature Review5.0 Research Plan6.0 General methodologyLiterature ReviewSurveysInterviews6.1 Research Questions7.0 Research Study Stages and Time LinesReferencesRelated 1.0 Introduction Performance in school has for many years been closely attributed to an individuals life chances. As the need for an individual to undergo advanced level of training to be able to sustain basic living become a necessity, the consequence of difficulty in schooling have become imperative (Leventhal Brooks-Gunn, 2000). However, individuals do not attend schools in a vacuum as they come from families, neighbourhoods, and various life events that generally impact on their performance in one way, or another. Currently, almost half of the school going teenagers are coloured. Over 70 percent of residents in large cities in the United States are also coloured (Williams et al., 2002). Based on this statistics it is important to understand the specific aspects of academic development of coloured people in the United States.  Ã‚   According to ecological theory, the environment has a great influence on the development of adolescents (Steinberg, 2001; Ingoldsby Shaw, 2002). As much as the adolescents make their own behavioural choices, societal structures and interpersonal relationships are viewed as imperative aspects that shape the adolescent choices (Leventhal Brooks-Gunn, 2000). Adolescents growing up in the 21st century look beyond their parents and siblings for developmental support. Therefore, the concept of neighbourhood comes in when analysing the development of adolescents. The neighbourhood concept in this context refers to both home and school neighbourhood and how it interacts with the teenager. 2.0 Problem Definition The issue of educational achievement gap has been documented by various studies (Gutman et al., 2002; Rankin Quane, 2002). Unfortunately, most of these studies indicate that African American learners have the lowest educational standards in the United States (Moore Chase†Lansdale, 2001). Empirical evidences indicate that in comparison to their white counterparts, the performance of African American children is below the normal standards (Leventhal Brooks-Gunn, 2000). Many African American learners come from families that are not only economically unstable but also socially underserved. Several reasons have been linked to the poor academic performance of African American teenagers which eventually results to high rates of school dropout. Common issues that these teenagers face include racism, poverty, and violence (Brody et al., 2001). These issues affect their emotional and academic performance. Due to their poverty ridden home settings and surrounding, African American teen agers fail to establish a link between academic excellence and better adult life (Moore Chase†Lansdale, 2001). The teenagers are also aware of the stereotypic approach linked to their race which affects their self-concept and ultimately educational performance (Gutman et al., 2002). Consequently, it is important to establish family and neighbourhood factors and how they impact on the academic performance of African American teenagers. This position is vital in the context that the current understanding on the issue is limited and does not consider the modern-day neighbourhood concept, where the United States has embraced mixed racial neighbourhood settings in most places where African Americans reside. More so, most African Americans live in big cities, which expose them to multiracial settings that may affect academic performance of the teenagers. Specifically, it is important to analyse how parents, peers, close friends, classmates, and teachers influence the performance of the African American teenagers. 3.0 Research Aim and Objectives To fully explore this research issue, the following objectives will guide this study: To investigate the links between family settings and academic achievement of the African American teenagers To examine how school and home neighbourhoods influences academic achievement among African American adolescents To devise a way forward regarding family and neighbourhood in managing the poor academic performance among African American teenagers 4.0 Literature Review Various factors have been linked to poor academic performance among students. A study by Leventhal and Brooks-Gunn, (2000) identified variables within a culture, a family, and the environment to greatly influence the academic achievement of learners as compared to the type of an educational program. The roles of social and individual support in education are influential in the academic achievement outcomes. The school environment communicates to the learners on how the school perceives them (Brody et al., 2001). A school that is known to promote collegiality, respect and values has students that are positively inclined to better performance (Gutman et al., 2002). African American learners record high levels of school drop-outs due to the possibility that the school environment does not support their needs. Consequently, the school setting as a learner’s neighbourhood influences the academic achievement of the learners (Rankin Quane, 2002). Studies have also suggested the existence of other various factors that influence the academic achievement of the learners other than the school curriculum (Ingoldsby Shaw, 2002). It is essential to understand how these other factors affect the African American adolescent especially those that are facing academic hurdles. Peers have been identified to determine the teenagers’ deposition towards their learning institutions (Brody et al., 2001). The fact that African Americans generally have a problem with academic performance the role of peers may in most cases be negative as far as academic performance is concerned. For instance, studies have shown that the mere lack of approval from peers is substantive enough to negatively influence the academic achievement of the adolescents (Williams et al., 2002). Furthermore, numerous studies identify parenting as a central player in academic performance of teenagers (Leventhal Brooks-Gunn, 2000; Gutman et al., 2002). Parents that have supportive association with their teenagers tend to promote a sense of autonomy among the teenagers which allows the teenagers to not only explore their environment but also seek parental emotional support (Steinberg, 2001). Studies have also shown that the role of parent in defining the emotional and academic performance of the teenagers is greater among the minorities in the United States (Moore Chase†Lansdale, 2001). Another issue that was identified in the literature review as an influential factor for academic permanence among teenagers was the social support. Specifically, social support was closely linked to school retention levels for adolescents (Brody et al., 2001). Specifically four social factors are known to influence the academic performance of African American teenagers, namely neighbourhood, peers, parents, and the school (Williams et al., 2002). This clearly indicates that there is a link between the research issues and the academic performance of African American teenagers. This study will try to provide an in-depth analysis of existing information on the research issue in an attempt to establish a gap of knowledge that the study will attempt to seek. Specifically current literature links family and neighbourhood to performance, but it does not provide the exact family and neighbourhood factors that have resulted to poor academic achievement among African American this will be the area of interest for this study. To be able to establish a comprehensive investigation into the research issue, it will be important to provide an overview of the general research plan that will be adopted 5.0 Research Plan 6.0 General methodology To conduct the research successfully, it is vital to develop and abide by a working methodology to ensure the outcomes are worthwhile (Creswell, 2003). This research is an analytic in nature as it will involve the analysis of the existing situation of academic performance of African American teenagers relative to their homes as well as neighbourhoods. This will ultimately allow the investigator to draw conclusions based on these analyses pertaining to how much homes and neighbourhoods influence the academic performance of teenage African Americans. The research methodology that will be used will blend quantitative and qualitative research methods as summarized below: Literature Review The literature review will offer an overview of the research topic at hand using data collected from articles, journals and books. A literature review will be important in the comprehension of the background of the topic (Creswell, 2003). It will also serve as a base in aiding the methods employed in the research. Specifically, this will involve examining articles, books and any other literature that has already been published on the research issue Surveys Since the research issue involves analysing the public opinions, which is vast, survey is an appropriate method for collecting quantitative data (Creswell, 2003). This will be done through creating questionnaires. The questionnaires will then be used for collecting numerical data from the participants.   The questionnaire will also contain a section that will be used for the collection of demographic data from the participants. Interviews To further enhance the effectiveness of the analysis, interviews of a selected few people will be conducted in order to provide qualitative data for analysis. Interviews, unlike surveys require a lot of time but provide more in depth data founded on opinions and hence assist in uncovering specific information relevant to the research issue (Creswell, 2003). Semi structured interviews will be conducted to collective subjective views of the study participants on the research issue. A combination of qualitative and quantitative data collection methods will be necessary to provide enough data needed for the analysis to ensure the study arrives at a well informed conclusion.   Consequently, combining all the data uncovered through the above methods, a data analysis will follow. This will be implemented through vigilant assessment of qualitative and quantitative data in order to reach an acceptable conclusion. Specifically, the findings from the qualitative part of the study will be used to enrich the quantitative findings (Creswell, 2003) 6.1 Research Questions The above research methodology will be used in providing responses to the following research questions: What are the links between family settings and academic achievement of the African American teenagers? How does school and home neighbourhoods influences academic achievement among African American adolescents? What is the way forward regarding family and neighbourhood in managing the poor academic performance among African American teenagers? 7.0 Research Study Stages and Time Lines References Brody, G. H., Conger, R., Gibbons, F. X., Ge, X., McBride Murry, V., Gerrard, M., Simons, R. L. (2001). The influence of neighbourhood disadvantage, collective socialization, and parenting on African American childrens affiliation with deviant peers.  Child development,  72(4), 1231-1246. Creswell, J. (2003). Research design: Qualitative, quantitative and mixed method approaches (2nd ed). Thousand Oaks, CA: SAGE Publications Gutman, L. M., Sameroff, A. J., Eccles, J. S. (2002). The academic achievement of African American students during early adolescence: An examination of multiple risk, promotive, and protective factors.  American journal of community psychology,  30(3), 367-399. Ingoldsby, E. M., Shaw, D. S. (2002). Neighborhood contextual factors and early-starting antisocial pathways.  Clinical Child and Family Psychology Review,  5(1), 21-55. Leventhal, T., Brooks-Gunn, J. (2000). The neighbourhoods they live in: the effects of neighbourhood residence on child and adolescent outcomes. Psychological bulletin,  126(2), 309. Moore, M. R., Chase†Lansdale, P. L. (2001). Sexual intercourse and pregnancy among African American girls in high†poverty neighbourhoods: The role of family and perceived community environment.  Journal of Marriage and Family,  63(4), 1146-1157. Rankin, B. H., Quane, J. M. (2002). Social contexts and urban adolescent outcomes: The interrelated effects of neighbourhoods, families, and peers on African-American youth.  Social Problems,  49(1), 79-100. Steinberg, L. (2001). We know some things: Parent–adolescent relationships in retrospect and prospect.  Journal of research on adolescence,  11(1), 1-19. Williams, T. R., Davis, L. E., Saunders, J., Williams, J. H. (2002). Friends, family, and neighbourhood understanding academic outcomes of African American youth.  Urban Education,  37(3), 408-431.

D para trabajar en cruceros en Estados Unidos

Visa C1/D para trabajar en cruceros en Estados Unidos La visa C1/D, tambià ©n conocida como de tripulacià ³n/trnsito, es utilizada por las personas contratadas por cruceros para poder transitar y embarcar en Estados Unidos. En este paà ­s la industria turà ­stica de los cruceros es enorme. Ms de 20 millones de personas se embarcan al aà ±o en un puerto de los Estados Unidos para disfrutar de sus vacaciones. En este contexto se precisan trabajadores en distintos mbitos (meseros, limpieza, entretenimiento, cocineros, barmans, belleza, mantenimiento, etc.). Entre las empresas de cruceros que necesitan un flujo continuado de trabajadores (tripulantes) se encuentran: AIDA Cruises, Azamara Club, Carnival Cruises Lines, Celebrity Cruises, Costa Cruises Lines, Cunard Line, Disney Cruise Line, Holland America line, MSC Cruises USA, Norwegian Cruise line, Princess Cruises y Royal Caribbean International. Y muchas de estas empresas contratan a trabajadores en otros paà ­ses, directamente o a travà ©s de agencias autorizadas. Cà ³mo se solicita la visa C1/D Primero se necesita pasar por un proceso de seleccià ³n y ser contratado por la compaà ±Ãƒ ­a del barco crucero en el que se va a trabajar. Es indispensable tener una carta oficial en la que se especifica que se ha sido contratado y presentarla en la Embajada o consulado en la que se tramita la visa. A continuacià ³n, llenar por internet el formulario DS-160. Est en inglà ©s, si no se entiende bien ese idioma ir  al ToolTip en la parte superior derecha de la pgina y elegir la opcià ³n de espaà ±ol. Si asà ­ se hace al poner poner el cursor sobre la pregunta aparecer la misma traducida al espaà ±ol. Dependiendo del consulado lo ms comà ºn es que hay que subir una foto digital durante este proceso. En algunas ubicaciones la foto se lleva a la entrevista. Fijarse bien en lo que se pide en cada caso. Al finalizar de llenar el formulario, imprimir la confirmacià ³n ya que este es un documento esencial que hay que llevar ms tarde a la entrevista en la Embajada o Consulado. Seguir las instrucciones que se indican al llenar el formulario para el pago del arancel (cancelacià ³n), en cada paà ­s se siguen reglas distintas, pero como al iniciar a llenar el documento se elige la ubicacià ³n pues simplemente se siguen las instrucciones a este respecto. Sin pago del arancel no ser posible realizar la cita para la entrevista. En la actualidad el costo de la visa C1/D es de $160 (aunque en algunos paà ­ses es ms por criterios de reciprocidad). Es posible, pero no ocurre siempre, que la compaà ±Ãƒ ­a reembolse esa cantidad. En algunos consulados tambià ©n ser necesario hacer una cita para que le tomen las huellas digitales antes de la entrevista. A continuacià ³n se programa una cita. En muchos consulados es necesario registrarse con un servicio de courier (mensajerà ­a), ya que si la visa es aprobada se enviar por este medio. Seguir las instrucciones cuando se llena el formulario DS-160. Entrevista en el consulado o Embajada El dà ­a de la cita a la hora programada, llevar: Pgina de confirmacià ³n del DS-160Una foto (a menos que se haya tenido que enviar digitalmente al llenar el DS-160, cada consulado tiene sus propias reglas).Pasaporte vigente en buen estado. Las compaà ±Ãƒ ­as de cruceros piden, en general, que la vigencia sea de al menos por un aà ±o.Pgina de registro con courier, cuando es necesario.Una carta formal del empleador con membrete impreso de la compaà ±Ãƒ ­a, lo ms especà ­fica posible.Tambià ©n llevar documentacià ³n que sirva para probar que se tiene la intencià ³n de no quedarse en Estados Unidos (lo que sirva para probar lazos fuertes econà ³micos o familiares en el paà ­s de residencia). Tambià ©n se puede pedir demostrar que se tiene dinero suficiente para pagar el boleto para unirse a la nave en la que se va a trabajar, si esta parte de un puerto en USA. La visa C1/D es una visa no inmigrante y el oficial consular puede negarla si considera que el solicitante es inadmisible. Adems, o bien el dà ­a de la entrevista o bien antes (dependiendo del consulado) se tomarn las huellas del solicitante. Los là ­mites de la visa C1/D La visa C1/D es vlida por el tiempo que se especifica en la misma. Si caduca antes el pasaporte viajar con el nuevo y tambià ©n con el expirado en el que se encuentra la visa. La visa C1/D, aà ºn cuando està © sin expirar, no puede ser empleada para emplearse legalmente en Estados Unidos en otro tipo de trabajos (sà ­ que se puede cambiar de cruceros). Por ejemplo, un mesero contratado para un crucero con ese visado no puede quedarse en tierra para trabajar en un restaurante sin antes   obtener una visa distinta una que permita trabajar (lo cual no va a ser nada fcil). Tampoco sirve para permanecer en Estados Unidos si no hay un contrato vigente con una compaà ±Ãƒ ­a de cruceros. El problema de la visa C1 En algunos aspectos se considera que es una visa que puede ser problemtica porque no permite ajustar el estatus a las personas que entraron a los Estados Unidos utilizando ese tipo de visado. Eso quiere decir que si una persona ingresa con la C1 y decide quedarse en el paà ­s puede tener un problema grande si su estancia ilegal supera los 180 dà ­as, y mucho ms si supera el aà ±o. Asà ­, aunque se casase con un ciudadano americano o con un residente permanente legal o tuviera una ofera para una visa de trabajo o un empleador estuviese dispuesto a patrocinar una tarjeta de residencia no podrà ­a ajustar el estatus y tendrà ­a que salir del paà ­s. Y ahà ­ vendrà ­a el problema. Al salirse aplica el castigo de los tres y de los diez aà ±os y durante ese tiempo no podrà ­a regresar, excepto que pudiera pedir y ganar una waiver I-601, que no es fcil conseguirla. Ni siquiera pueden arreglar los papeles por medio del Parole in Place que aplica a los esposos de ciudadanos que son militares.   Para las personas que entrar con una C1 y se quedan en el paà ­s hay muy pocas opciones: asilo, cancelacià ³n de la deportacià ³n o withholding of removal. Pero son todas muy especà ­ficas y no fciles de obtener. Por estas razones, si tienes una C1 y ests pensando en quedarte en los Estados Unidos hazte un favor a ti mismo y consulta tu caso con un abogado de inmigracià ³n y entiende bien los problemas que pueden derivar de una decisià ³n de ese tipo. Cunto se gana trabajando en un crucero Estos son los salarios medio para tripulantes de crucero segà ºn tipo de profesià ³n que se desempeà ±e. Tambià ©n se incluye un listado de agencias especializadas en encontrar trabajo en cruceros a trabajadores extranjeros. Otras opciones de trabajo Puede considerarse las visas H-2A para trabajar como temporero en la agricultura o la visa H-2B que permite desempeà ±arse en labores tipo ferias, resorts de verano o invierno y similares. Este es un artà ­culo informativo. No es asesorà ­a legal.