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• W1576770187 abstract "Introduction Adolescents in suburban American schools are expected to follow class rules and school discipline policies, and little attention has been paid to their rights. Since young people in schools have little power, they usually cannot challenge school board members and principals. The power hierarchy (Parker, 2003) in schools determines that young people accept school rules and the knowledge that school requires them to learn. Young people's requests for their rights can, therefore, be regarded as trouble (Soto, 1997; Spring, 2002). In addition, schools may deprive young people of their rights (Cooper & White, 2004) through language assimilation and repressive language policies (Sleeter, 2005; Spring, 2007). Students of color, for example, have little chance of speaking their home languages and some are punished by schools for doing so because of English-only policies (Nieto, 2002; Sleeter, 2005; Soto, 1997). Because white teachers and administrators dominate public schools, students of color encounter few teachers and administrators from their community; students of color may feel that they are marginalized and that no one cares about their rights (Nieto, 2002; Valenzuela, 1999). Because the voices of students of color in schools have little chance of being heard, students of color often ask for help from their parents, their community, and other groups to fight for their rights in education (Soto, 1997); sometimes they venture outside of the school system to seek support from society (Valenzuela, 1999) because their voices are ignored by school administrators. In order to succeed in gaining the education they want and need, some students must challenge school policies and practices (Nieto, 2002). The experience of a group of Chinese American students at Riverside High School (1) provides an illustration of the challenges students confront in the struggle for their rights. Located in a small university town in a Midwestern state in the U.S., this school has a diverse population of students with about 13 percent being Chinese, 2 percent other Asian except for Chinese, 74 percent White, 4 percent Latina/o, 5 percent Black, and 2 percent multiracial. Most of the Chinese students are from upper-middle class families with parents who are faculty members at the local university; some work in local high-tech companies. These students felt an urgency to learn Chinese after they learned about increasing trade and cultural and political relations between the United States and China. As second-generation Chinese Americans, however, they can read and write little Chinese, which means that they are losing the Chinese language (Wong Fillmore, 1991); furthermore, they know little about Chinese culture. They expressed their desire to study Chinese as a foreign language to their teachers, who agreed to pass the message to the principal, since only Spanish, German, and French are offered as foreign language options at the school. The negative response from the principal disappointed the students. They united to seek help from their parents and community members to address their concerns. Students assumed the role of activists; that is they took it upon themselves to effect the change they felt was necessary for them to succeed in school and in the future. In challenging the existing situation, in demanding that their home language be taught in school, students were no longer passively following school rules and regulations. It is no surprise that this form of activism came about as a result of the denial of language rights since language, as an expression of culture and as a meaning making process, is at the center of personal identity (Soto, 1997). Thus, as students advocated to have their home language taught in their school, they were striving for recognition of who they are. They wrote a letter stating the importance of studying Chinese as their foreign language and explaining its significance to themselves and to their society. …" @default.
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• W1576770187 title "Chinese American Students Fight for Their Rights." @default.
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