In keeping align with my methodological approach utilizing multimedia to conduct collaborative ethnography; the latest installments of the project were interview workshops. In general, skill development workshops are a major component of this project. The workshops focus on creative reconnaissance and technological skill building activities. The participants and I work together (and with local experts) to learn more about different aspects of photography, video, and audio equipment and techniques, editing programs, blogging, creative writing, and more. Furthermore, another purpose of the meetings and workshops is to familiarize the participants with the greater New York City area.
Last week, I met with the young ladies, in groups of two, at Washington Square in Manhattan. Throughout the day, each participant was able to enter and observe New York University’s Bobst Library (where they were granted limited access to the stacks and facility!), the Tisch School of Art’s ITP lab (the Interactive Telecommunications Program, where we borrow the 5D camera and audio recording equipment), and the CLACS office and rooms (the Center for Latin American and Caribbean Studies, where the footage was actually recorded). Each pair played artistic directors in setting the stage for their interview session. Unfortunately, a light decided to begin its slow, blinking decline during the “talk show” style interview, but the cameras kept rolling in order to maintain the “flow” of the conversation. Claritza and Valin decided that a conversation style would be the most comfortable and effective approach. Continue reading
Graduating high school is an emotional time for any teen. It can be a simultaneously scary and exciting experience, a mix of anxious emotions to embark on a new life outside the confines (and safety) of the school, to tread the waters of the ‘real world.’ The story incurs an added twist when that apprehensive teen happens to be an English Language Learner who immigrated only a few years prior. The opportunities and obstacles that that youth will encounter upon graduation are daunting. Many newcomer youth have had interrupted schooling and have immigrated during their high school years. They have been uprooted for a multitude of reasons by their families (or own volition) and landed in New York City with hopes of finishing their education and commencing a new life full opportunities. The reality they encounter is not an easy one; most have not learned English prior to migration and many have to repeat years of schooling because records or curriculum from the home country do not transfer (Suárez-Orozco, Suárez-Orozco and Todorova, 2008). This is all paired with a cultural and linguistic shock on top of the stressful (and sometimes violent) process of migrating. Currently, an estimated 30% of 68 million youth are of foreign descent in the U.S. Subsequently, these youth and their children will have a great impact on the trajectory of higher education and the labor market, as well as the cultural and political landscape of this nation (Rumbaut and Komazie, 2010:45; Flanagan and Levine 2010; Lopez and Marcelo 2008; Stepick, Stepick and Labisserie 2008).
It is important to understand this growing population to ensure they have the chance to positively contribute to the U.S. economy and society, as well as have the chance to accomplish any goal that they set forth. By following the decision-making processes of these youth coupled with an insider view of their lives will provide a vital understanding of what institutional and societal obstacles and opportunities exist to help or hinder them in accomplishing their goals. In my preliminary assessment of the students’ situations and recent research, it has become apparent that there remains a dearth of understanding of the particular needs and experiences of newcomer young adults in the U.S, especially as they transition out of the high school educational institution. Continue reading