By Jasmine Zahedi
[4 minute read]
While studying abroad in Shanghai, I had the incredible opportunity to work with Stepping Stones, a non-profit organization through which I taught English to grade school students at various Shanghai migrant schools. Through my experience, I learned that there is a huge influx of migrants moving from the farmlands and agricultural areas into Chinese cities, with Shanghai having one of the highest concentrations of migrants in China. In recent years, the government created many new schools to provide the children of migrant parents with access to education they might otherwise not receive. In theory, the idea is a good one, but there are still many underlying issues affecting the quality of education these students are receiving.
Stepping Stones placed me at Huabo Lixing Hang School, an elementary school about an hour away from the university campus at which I was studying. When I first arrived, I immediately noticed that the area was much poorer than the area in which I lived in and went to school. I noticed that even the inhabitants looked recognizably different (or distinguishable) from the Shanghainese people I normally saw in the city, probably due to the fact that they originally came from inland provinces such as Anhui, Hunan, and Sichuan.
The government chartered school I worked at clearly stood out from the rest of the environment. Its modern architecture seemed out of place among the surrounding buildings and shops. The classes were packed with students. A normal class size was around 60 which, as one might imagine, made teaching English incredibly difficult. The children were extremely excited to learn, but there were many daily challenges in the classroom. Having so many peers, the students were often rowdy and distractible, and the ones in the back of the classroom had trouble understanding what was occurring at the front. Furthermore, the children were all greatly varied in their English abilities. This is a common characteristic in migrant schools, as students who weren’t born in Shanghai have a wide range of educational history. One of the Chinese volunteers who worked with me in the classroom told me that her elementary school was nothing like this. She said everyone was always well-behaved because parents reinforced their children’s behavior at home. Unfortunately, with parents that often have to work late, these children tended to have very different home lives, and these differences translated into the classroom.
Continue reading Teaching English to Migrant Students in Shanghai
By Sarah Ta
[3 minute read]
My identity has always been something that I could never quite pin down. When I was younger, I believed that I knew myself inside and out, and thought I could predict what my future self would be like. As I’ve gotten older and just a little bit wiser, I can say for certain that my past self was wrong. I am constantly changing and even if I continue to use the same terms to describe myself, those terms hold an entirely different meaning to me now than they did five years ago. One of those terms is “Asian American”.
While I have always known that I was Asian and identified as such, I didn’t feel the need to specify that I was also American. After all, I knew I was born in the United States and since most of my elementary classmates were as well, it was just something we all accepted. It wasn’t until I moved the summer before 7th grade when the need to specify that I was American came about. I went from a predominantly Asian school to a predominantly Hispanic/Latino school and suddenly, me being American was no longer a given. It took several months of being questioned about whether I was born here and what my ethnicity was before things finally settled down and everyone moved on with their lives. However, their questioning left me more unsure of my own identity than I would have liked to admit. Just identifying as Asian no longer felt adequate enough, but with my limited vocabulary and knowledge, I pushed my small identity crisis aside and continued on with my carefree middle school days.
It wasn’t until high school that I discovered the term Asian American. By then, my little identity crisis had been almost forgotten. I don’t remember how I came across the term, but once I did, it was like a light bulb had lit up inside my head. That was the term that I had been unconsciously searching for since middle school, and finding it was like finding the missing piece to my identity puzzle. While I continue to identify as Asian American, the meaning of that term has changed since then. Being Asian American used to mean that while my ancestry was Asian, I was born here and so that made me American. There was a clear line between those two categories, but I just happened to be in both. Now, I realize that there is no line. Being Asian American is a melting pot of many different experiences and it is not something that can be easily separated into nice, neat categories. Even though it can be a confusing mess at times, it is one that I have never been more proud to be a part of, and every day I am learning more about my culture and how my identity shapes who I am.
Featured Image by Christina Boemio on Unsplash
Sarah is an undergraduate student from the San Gabriel Valley studying GeoDesign. In her free time, she enjoys reading, exploring L.A., trying new foods, and of course, meeting new people. She can speak conversational Cantonese, and is currently learning Mandarin. Even though her Chinese is limited, that doesn’t stop her from striking up a conversation with other international students.
By Mia Price
[3 1⁄2 minute read]
In December 2018, at the end of the most difficult semester I had faced in college yet, I traveled to Honduras as a part of the Global Medical Brigade team at USC. By this point in the semester, I was ready to return home for the holidays, and going to Honduras for 9 days was one of the last things I wanted to do. What I didn’t realize at the time was that this was going to be one of the most rewarding experiences of my life.
The nine-day brigade consisted of three categories of activities: clinical, water, and public health. The first three days of the brigade were the clinical days. The typical clinical day started with a 5:00 AM wake-up. We had a freshly made Honduran breakfast consisting of beans, eggs, tortillas, and fresh juice. We then took a 3-hour bus ride to the rural village that we were assigned to provide medical attention to. Upon arrival at a local school in the area, we set up supplies for prescription pick-up, basic check-ups, as well as dental and gynecology exams. As students, we completed basic tasks such as taking blood pressure and measuring height and weight. For the more complex exams (dental and gynecological) we watched Honduran doctors perform them. For three days we treated patients until around 4:00 PM, and throughout our clinical work, the USC team and the Honduran doctors saw over 500 patients.
Continue reading Global Medical Brigade: Honduras