Community Problem Report: Education on the borderland

The University of Texas at El Paso

RWS 1301
11/09/2015
Fanny Plata

Abstract
El Paso and Ciudad Juarez are right next to each other, only separated by the narrow Rio
Grande. The bridges between the two cities facilitate the daily crossing of many people, specially
of the students. Most of the students from the community are of mixed cultures, usually of
Mexican and American cultures. While moving forward on their academic life, students may
encounter problems. This report is intended to describe the unaware of the situation and to
describe a series of ideas on how to become involved in the problem as a way for solving it.
Also, the report looks at governmental power and governmental norms on schools.
Demographics vary from place to place and most of the norms are still being implemented
equally on all places. Being unable to keep up with the norms, some students tend to get a feeling
of suppression. Private agencies also impact students. It all depends on what side they choose to
take, the good or the bad. Finally, it talks about the students and their daily experience of going
back and forth from one city into the other. Not only that, but demonstrates the need for
teacher/student communication as a way of feeling more comfortable on the school setting by
including both of their cultures.

Introduction
The United States/Mexico border is 1,989 miles long. The city of El Paso and the
neighbor city of Juarez are separated by the Rio Grande, which has a width of approximately
1,000 miles. Because the cities are right next to each other, many people cross from one side of
the border to the other very often. Many people came to El Paso as tourists, but there are also
those who came in the search of better opportunities, which are known to be immigrants.
According to the Texas Department of State Health Services, as of December 2014, El Paso
County has a population of 873,513 of which 731,735 are Hispanics (Oct. 18, 2015). Based on
the statistics, Hispanics are no longer a minority, at least not in our community. Because of the
rising Hispanic community, organizations and programs were created for the benefit of this nonAnglo rising ethnic group in the city of El Paso.
Unaware
Students are of great concern for the community. The future of our society, students, are
of mixed cultures. They may deviate from what is considered mainstream culture when trying to
adhere to their native culture. A struggle for identity can rise because of the exposure to new
ideals, which is a pull towards assimilation. The study done on the book Choque Cultural
(McKinley, 2011) demonstrates how the academic life of
two students was affected by the crash of two cultures.
One culture being Hispanic and the other American
created a struggle for the two doctoral students who had
a hard time because of language and geographical
factors. They simply were not used to the American
Figure 1. Logo for EPISD
Volunteers in Public Schools.

culture, they had their own. However, they must accept

the mainstream culture in order to succeed in this particular case, on an American university.
Universities and other public schools have created special programs that are intended to help
students of diversity cultures specially in the area of language. As members of society, citizens
have a voice to decide whether special programs for students of cultural diversity may be
effective or counterproductive. Implementing programs or policies that involve both cultures will
create more solid personalities on the students. There being no need to choose between which
culture to abandon and which culture to follow. Figure 1 is the logo used for the EPISD
Volunteer (October 29, 2015) program on which community members get involved in the
communitys schools. Any person is welcome to become part of the educational process on El
Paso. However, the principal members of society that are targeted by schools are parents. The
short film Schools partnering with parents (N.A. 1889) shows the ideas of an elementary
professor who calls out all the parents to get involved on their children education. He looked
back at our ancestors way of living, and he explained that education should be reinforced on the
students so they can get better opportunities than past relatives. Because some parents do not
have high education levels and some do not dominate the English language, there is a possibility
of them being intimated by the schools leading to a lack of involvement on the childrens
education. This can have an effect on the students as well. The feeling of intimidation may also
grow in the students when they see the parents avoiding school contact. Overall, community
involvement on education has an effect on the students, in this case mixed culture students that
are trying to belong in America.
Government and Private Institutions
Governmental and private institution are very influential on the school setting. Schools
are regulated by the government and sometimes sponsored or supported by private institutes.

When government and the private agencies are aware of student concerns the educational
environment transforms. A Test for Learning Style Differences for the U.S. Border Population
(Picou, A., Gatlin-Wats, R., & Packer, J., 1998) invites the schools, in this case universities, to
change or modify the are norms for education that are used on the border regions. The journal
explains the need for different norms on the border regions than those in non-border areas. The
demographics vary from place to place, which could lead to the norms being less successful or
inadequate in some places than in others. Applying norms on school for students in general
without taking on account their background has led to some sort of problem. The feeling of not
belonging and of not being able to do anything about it leads to living a struggle by the students
during their academic years. Listening to the students perspective and taking on account their
point of view can be a tool to the success of many programs. The government has the capacity to
ensure that rights are being granted to every individual, including students. Freedom of press can
sometimes be limited on schools when students are forced to follow certain ideals in the school
environment. The research under the name Comparing Values in Education on the U.S.-Mexican
Border, El Paso and Ciudad Juarez by Rippberger & Staudt (1999) explores the fact that El Paso
and Ciudad Juarez have a mutual influence on one another, however, they are very different. It is
important to note that because the cities are right next to each other doesnt mean everything is
exactly the same. Both are in two different countries; one is American and the other is Mexican.
Students in America are kept under governmental rules that generalize students. The fact that the
governments main purpose is to have useful citizens, students may feel suppressed because of
the threat towards their identity. The generalization of students is said by students themselves to
be stealing their individualism. Being of mixed cultures, students have certain believes from each
culture and sometimes combine them, it is complicated for them to go against their own believes

because of school policies. Private agencies are very influential on society, and usually target the
young. Private agencies have the capacity to advocate students to stand up for their own believes,
however, the agencies rarely do it as often seen on our daily society. The recent film, from 2013,
One Square Mile: El Paso | Segundo Barrio (Crum & Golembiewski) shows how the private
business under the name of Bowie Bakery is proud to support its Mexican heritage. The bakery
shares its belief by helping the community members from Segundo Barrio, which is to be known
as the El Paso community in which most Mexicans live. One of the employees is Elizabeth
Arroyo, who bakes cakes at the bakery. Not only she is a baker, but shes a student at the
University of Texas at El Paso. She wishes to share with her community and her daughter her
Latino success in life after she graduates from the university.
Students
Students are the group that is primary affected by school programs. Having no other
choice, students follow the policies imposed by the school authority. Schools are always
described as safe places for students. However, not all students feel safe being themselves.
Bridging a Gap Between Fear and Peace
(2011), by Cave, describes the rough violence
in the neighbor city of Juarez accompanied by
the feeling of insecurity, and then the feeling of
tranquility in El Paso experienced by young
individuals: students. Many students cross the
border every morning into El Paso to attend
school, where they hope to obtain a better
Figure 2. Lydia Patterson Students Crossing
the International Bridge Paso del Norte.

education than the one on Mexico in a safer

environment. Giving up hours some hours of their sleep and their energy is nothing to those that
have a desire to succeed. Most of these students have have Mexican background, expect to
obtain a diploma as a college graduate and obtain a promising job under their chosen career.
However, the movement of going back and forth from one place to another can be emotionally
exhausting. Having to assimilate into a new culture and talk its language can be quite stressful.
Figure 2 is a representation of the changes some students have to go through everyday. Being in
one city for a minute and then in a few minutes being on a different city with a different setting,
language and traditions. Talking to an adult, which can be a parent, a teacher, or a counselor
about the way the student feels about certain things at school can lead to a change. Ciriza (2008)
is the author for the report Connecting Worlds/Mundos Unidos Project: End-of-year Report,
2007-2008. The study on this report focused on nine classrooms from three education levels
from El Paso Independent School District: elementary, middle, and high school. There were
constant observations on the language and tests scores for all levels. It was stated that teachers
played a very important role for the students development since they were the guide and
support. Teacher/student communication was a key factor for the academic success of the
students. When the teachers were able to understand the needs of the students and implemented
both cultures into the lesson plan, notoriously, the students were able to experience a different
feeling in a positive way, and the test scores also were improved mainly because of the cultural
connection. Sometimes it only takes one to start a trend; the trend of students speaking up for
their values.
Conclusion
School programs, like the language programs, can be beneficial or dangerous for the
students integrity. Their identity can be at risk since the exposure to the new ideals and the new

language can suppress the old values that the students were raised with. The group of unaware
can make a difference by becoming involved on the school decision making of new programs or
in the improvement of the ones already created. All community members are invited to take
action on education. The government may also make a difference on the students way of
feeling towards these programs by taking on account their experience and the region. Setting
apart one region from another because of the differences in culture backgrounds. Students being
the affected group, may share their experiences with school authorities and support their
schoolmates on during this sometimes rough experiences. Communication seems like a key
factor for the academic success of the students in all levels of education.

References

Cave, D. (2011). Bridging a gap between fear and peace, The New York Times.
Ciriza, F. (2008). Connecting Worlds/Mundos unidos project: End-of-year report, 2007-2008.
(Evaluative).
Crum, C., & Golembiewski, M. (Producers). (2013). One square mile: El paso | segundo barrio.
[Video/DVD] Brazos Film and Video.
DeMatthews, D. E., Jr.Edwards, D. B., & Nelson, T. E. (2014). Identification problems: US
special education eligibility for english language learners doi:10.1016/j.ijer.2014.08.002
Edens, G. (2007). Student involvement at a majority hispanic, border institution: A study of
undergraduate student experiences.
El Paso Independent School District,. Logo for EPISD Volunteers in Public Schools.. Retrieved
from https://www.episd.org/programs/vips/
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transnational doctoral students on the U.S.-mexico border.
(N.A.). Schools partnering with parents. (1889). [Video/DVD] Films on Demand.
Picou, A., Gatlin-Wats, R., & Packer, J. (1998). A test for learning style differences for the U.S.
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Rippberger, S., & Staudt, K. (1999). Comparing values in education on the U.S.-mexican border,
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