Assignment # 4: Immigration & Education

Marissa McGrath

Assignment #5:  Consider what doors are open and closed here in Italy for immigrants and for youth in general in terms of education? How do you compare these to the doors in the United States? What are you basing your opinions and perspectives on?

The doors to education in Italy depend on several factors: citizenship status (native Italians vs. Immigrants, cultural expectations, accessibility, familial responsibilities & self-motivation.

Citizenship status in Italy can determine what schools youth are admitted too (predominately native Italians vs. multicultural diversity & emersion). In 2009, the Gelmini law was passed though it proposed slashing funds for segregation/bridge classes for immigrant youth, and admitting no more than 30% immigrant students to each classroom (reform passed w/ many protests and public outrage). However, although the Gelmini law was passed in 2009 and was attempted to be introduced in Italian public schools in 2011, many educational institutions failed to successfully implement these policies while others have abandoned it altogether (notes & class discussion).

Many problematic situations have occurred in determining the specifications of how to define “immigrant students” in the classroom. According to Italian government policies, being born on Italian soil does not automatically make you an Italian citizen. Either one or both parents must be a “native Italian” (maintained ancestry in Italy), and the youth must provide the necessary documentation in order to gain the rights and privileges of Italian citizenship. Otherwise, the youth must wait until 18 years of age to formally apply and begin the process of becoming an Italian citizen (notes & class discussion). However, these laws are particularly frustrating when considering 2^nd generation Italians, or Italians whose parents have immigrated to Italy (or refugees), and have not yet legally gained their Italian citizenship. These “Italian youths” are caught in between two identities & cultures that are constantly colliding. By law, they are not considered Italians though they were born here, and they have no citizenship elsewhere. Therefore, they must wait until they reach adulthood and then go through the tedious process of legally acquiring Italian benefits.

One particular experience I had while visiting a middle school here in Rome, called Esquilina, is coming across an extremely troubled 13 year old Chinese immigrant named Ving. He and family emigrated from China six years ago, and to say he was not particularly happy about it would be the understatement of the century. When meeting Ving he was incredibly obstinate, un-cooperate, disrespectful to my instructors and insulting to my peers. Nonetheless, however rude he may have been, he was surprisingly fascinating to me and I was intrigued by his behaviour. I wanted to know his life’s story. Where did he grow up in China? Does he have any siblings? Did he immigrate with his entire family? Does he like Italy and Italians? Does he have many friends? Does he enjoy school? But most importantly, why is he so angry???

Ving is fluent in Chinese (I don’t know which dialect) and Italian. He cannot communicate fluently in English though he could understand some of what I was asking. I had to ask our TA, Stephanie, to translate for us. From what I could understand through Stephanie’s conversation with Ving (and translation), body language, and expression Ving hates school because to him it doesn’t serve any useful purpose. He refuses to read and write regularly (especially for school purposes), though he perfectly capable of reading and writing in both Chinese and Italian, and he says he doesn’t understand math. He doesn’t like the teachers and very few of his school mates. He doesn’t enjoy any of the subjects offered to him including art, music, and extracurricular activities. He has been in Rome for six years and hasn’t made very many friends, or at least close friends (though it seemed that he was enjoying side conversations with the newly immigrated Chinese students who were sitting in front of him). He moved here with both of his parents and with his younger brother who attends the same school. Basically, from what I can determine from these answers, and my observations, is that Ving is experiencing an incredibly difficult time integrating into his relatively new environment. He feels very passionately about his feelings concerning Italy, and Italians in general, which is that he really dislikes them (I’m pretty confident he used the terms “stupid” & “hate” but I honestly don’t think that’s truly how he feels about them). What I am certain about is that he has a lot of pride in his Chinese heritage and that he is most likely “acting out” due to the mistreatment (along with some misunderstanding) of him and/or his family from Italian society, culture, and the natives.

When interacting with Ving while Stephanie (unfortunately) had to deal with his impolite attitude and blunt responses, I couldn’t help but empathize with him and his situation. Although he was being a contemptuous little brat, and there was more than one moment when I wanted to ring his little neck, still, despite all his hostility and insolence, deep down I really just wanted to give him a hug and try to understand the root of his problem with Italy, school, and life in general.

What I can conclude from my observations with several immigrant youths along with class readings and discussions is that: it’s not so much about what “doors are open and closed” but how one deals with the doors (or opportunities) that are available to them, and more importantly how to go about generating those “doors”. In other words, while there are several factors that contribute to the kinds of opportunities that are available to immigrants in either Italy or the US, whether it be cultural, familial, or personal determinants for either school placement or pursing a higher education, in my opinion and from my own experiences: “where there is a will, there is a way”. If it seems like certain doors are closed to you, then find a way to open them. If it appears that no door exists at all, then find a way to create one. Opportunities arise when one has the determination to seek them out. So, it’s not so much about if there is a door but what one will do when he/she come across it.