| Residents of the Dominican Republic,
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| | it is with the wealthy families there.
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| especially the impoverished ones, have
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| | Though early schooling is free for
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| long viewed the United States and
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| | children, it is seen as a costly endeavor
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| especially New York City as a land of
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| | for families just trying to make ends
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| limitless wealth. All you have to do is
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| | meet. Clothing for school, meals, school
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| live there for a few years, and you too
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| | supplies, books, and transportation are
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| will be wealthy.This erroneous vision was
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| | luxuries for such families. According to
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| fostered in the 1980s with the crack
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| | the World Bank, 13 percent of children
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| epidemic centered in Washington Heights,
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| | ages 7-14 work outside the home, rather
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| an area located north of New York City
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| | than attend school. According to Unicef,
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| and predominantly populated by Dominican
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| | 16 percent of children ages 10-17 are
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| immigrants. Thousands of dollars in cash
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| | illiterate. Usually, one or both parents
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| were sent back to the families, who still
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| | have little or no education, due to less
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| lived in the Dominican Republic.Though
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| | long-term educational exposure for
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| the days of easy money have passed, the
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| | children of poorer families. Is it any
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| Dominican poor still believe that, if
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| | wonder they may resent the mandatory law
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| only family member can reach the U.S. and
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| | for their children to attend the New York
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| remain for a few years, he or she could
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| | City schools?Though cultural differences
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| bring the entire family remaining in the
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| | present a major obstacle, language is the
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| Dominican Republic out of poverty. Thus,
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| | biggest difficulty for these immigrant
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| the Dominican Republic is the largest
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| | children in the New York City schools.
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| exporter of immigrants to the New York
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| | According to Robert Mercedes, Principal
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| City schools. Dominican immigrants now
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| | of Middle School 390 in the Bronx and
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| comprise ten percent of the 1.1 million
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| | President of the Association of
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| students in the New York City
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| | Dominican-American Supervisors and
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| schools.These young New York City schools
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| | Administrators, Dominican children arrive
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| immigrants face particularly difficult
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| | at the New York City schools lacking the
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| problems as they attempt to acclimate
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| | basic native-language skills of the
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| into American society. They face the
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| | Dominican Republic. This makes
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| pressures to integrate at school, while
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| | transitioning them into the English
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| facing the pressures to remain the same
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| | language even more difficult.They feel
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| at home. Parents too face challenges with
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| | like outsiders in the New York City
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| the New York City schools.The first
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| | schools. They are in a language and
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| problem is culture shock. In the
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| | cultural isolation. They are generally
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| Dominican Republic, children always must
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| | dumped into bilingual classes at
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| defer to their elders and hold their
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| | low-income schools, and feel more of a
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| tongues, having no way to express their
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| | burden to the New York City schools than
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| own feelings or opinions. In contrast,
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| | an equal to the other students. The
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| children quickly learn in the New York
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| | victim mentality takes over for many of
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| City schools that American children are
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| | these youth, who separate themselves into
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| vital members of society, like any adult.
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| | close-knit ethnic groups. They are
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| They realize that adults care what they
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| | especially vulnerable to street gang
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| think. They become more outspoken both at
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| | recruitment, which pervades the areas
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| school and at home, finding the social
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| | around the ghetto-like atmosphere of some
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| freedoms compelling and
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| | of the New York City schools they
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| liberating.Parents feel themselves losing
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| | attend.On one side, the New York City
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| control of their children, who are
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| | schools are a haven of new opportunities
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| shedding their cultural restrictions.
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| | for the Dominican children and their
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| They view New York City schools children
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| | parents. Yet, these same opportunities
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| as arrogant and flamboyant, with no
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| | can be the downfall of the immigrant
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| respect for their elders. Such
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| | family values and the children, as well.
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| contrasting expectations between children
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| | It is a dual-edged sword, afflicted with
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| and parents cause stress at home. Of
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| | stressful difficulties and insurmountable
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| course, many parents blame the New York
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| | obstacles for many.This information on
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| City schools for their children adopting
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| | New York City schools is brought to you
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| these attributes, where they did not wish
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| | by Hawke is a staff writer for Schools
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| to send their children anyway.The
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| | K-12, providing free, in-depth reports on
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| Dominican immigrant home environment is
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| | all U.S. public and private K-12 schools.
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| not always conducive to learning. For
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| | Patricia has a nose for research and
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| impoverished families in the Dominican
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| | writes stimulating news and views on
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| Republic, education is not a priority, as
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| | school issues.
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