Diversity in area classrooms

By Kevin Eloi
U.S.A.! U.S.A.! We hear the proverbial chants time and time again. Whether it’s during the Olympics or any other national event, our patriotism is as visible and obvious as the color of the sun. It can be argued that we are a competitive nation with an ego the size of Mount Everest. We want to win plain and simple. While some may say we’ve conquered the fields and courts, it can also be said we’re losing the battle in one particularly important area; the classroom.
Within the field of education there are many underlying factors that determine the success or failure of students. One key element regarding this paradigm is the distinction between foreign students and domestic students, particularly those who hail from Plattsburgh. Is there a leveled playing field in the arena of education when it pertains to domestic and international students? Educational officials in the city of Plattsburgh have a sense on the peerless environment created through the influx of foreign influence.
In a remote area such as Plattsburgh, diversity can play an essential role in breaking down cultural and social barriers. Education, though regarded as a footnote for either, still plays an instrumental role in distinguishing the now diverse atmosphere of the North Country. J.W. Wiley, the Director of Center for Diversity, Pluralism, and Inclusion (CDP) at SUNY Plattsburgh, praised the effort of foreign students while urging more focus and maturity on the part of students in Plattsburgh. “Students from abroad are much more mature have a much better work ethic,” he said. “They rarely inject themselves into our culture initially which makes them isolated from the distractions that students from here face. It’s unfortunate because students in Plattsburgh are more privileged and have far more resources than students from abroad. Also, international students have a bigger investment in their education which motivates them to do well.” Mr. Wiley’s point is in direct correlation with a December 2006 report done by Andreas Schleicher, Directorate for Education, Organization for Economic Co-operation, and Development. Although the report was done on a national basis, it provides insight on Mr. Wiley’s inferences regarding the performances of foreign students on a local level. According to Mr. Schleicher, the findings indicate that that immigrant students report similar or higher levels of positive learning dispositions compared with their native peers. Internationals often report higher levels of interest and motivation in mathematics and more positive attitudes towards schooling.
While many may agree with J.W. Wiley’s insinuations, others take a different angle to comprehending the differences between domestic and foreign students. “People don’t understand that education is the first priority in most cultures,” said Cody McCabe International Student Services Staff Staff Assistant Director. “Outside of learning the language and fitting into the culture, they have no disadvantages in adapting to Plattsburgh’s educational system.” However, Mr. McCabe didn’t condemn local domestic students for their lacking in the performance department. “Our culture doesn’t stress education enough. College is practically mandated in most cultures whereas it’s considered a choice in ours. There is an array of choices out there besides pursuing an education. Education is viewed as a task on a checklist. Students shouldn’t take the process of education for granted.”
The International Student Service is the primary authority in foreign student affairs. They coordinate the process of recruiting international students and aiding them with adjustments to SUNY Plattsburgh. The program has brought many bright young men and women to the city of Plattsburgh and they have not disappointed.
One of those students is Prince Thomas, a 19-year-old freshman at SUNY Plattsburgh. A business major from Antigua, Prince is among the many devout individuals that I.S.S. is proud of. He maintains a 3.9 GPA, he is a proud member of Club Caribbean, and also made the Dean’s list this past semester. While a typical weekend for a college student involves venturing downtown to hot spots such as The Green Room, Crazy Horse, or Peabody’s, Prince strays far away those conventional norms. On a Saturday night when half of Plattsburgh is letting loose from a stressful work week, you’ll find Prince in his room clinging to a book as if it were his first-born child. His enthusiasm for education is apparent and he understands the opportunity that is before him.
“My educational system back home is much tougher than the current one I’m in,” he says. In Antigua, our system is structured off the British which makes it harder and stricter. I don’t have much of a choice because my tuition is coming straight from my parent’s pocket. It adds to my focus and determination. I think American students, or at least the ones I see in Plattsburgh, are too lazy and are being spoon-fed education. They lack the go-getter mentality.”
Many of the public officials in the city seem to adhere to the same point. There is a gap, whether great or small, that separates Plattsburgh students from internationals. “We embrace all walks of life in the community of Plattsburgh,” says Glen Hurlock, Principal of Plattsburgh High School. “However it is important that we find a balance so that academic performance isn’t based on domestic or foreign attributes.”
There are some tangible dynamics that can cause such a gap continuously grow. Catrillia Young, an Associate Director at I.S.S., elaborated on the specific elements that distinguish the academic prowess of Plattsburgh-born and domestic students. She’s traveled abroad to many different countries recruiting students for Plattsburgh. “Their preparation is a lot different from ours,” said Ms. Young. Their system is more lecture-based whereas the U.S. is more hands on. Also, International students are further ahead in Math and Science."
These assertions may hold ground, but American students are better-rounded in many other areas. In various cultures, extracurricular activities are frowned upon. For example, Springdale Delhi High School in India is very narrow in terms of educational opportunities. Students at the institution choose their major in high school rather than college and it is extremely formal unlike the leniency that we are accustomed to here in Plattsburgh. Interestingly, in Paris there is a college, The New Sorbonne, where attendance is obsolete. Students are just required to take a final exam.

While many have made their own suppositions regarding whether domestic students are losing ground to their international counterparts, some have suggested ways to bridge the gap. Instigating dialogue amongst both parties would be a sufficient starting point. Domestic and foreign are merely labels with vague connotations when it comes to the classroom.
“It simply shouldn’t be about that,” said Prince Thomas. I’ve been here for almost a year and I’ve made great friends in Plattsburgh. When I walk into Hawkins, I don’t see American or foreign students. I see just students. It should never be about nationality but rather each individual’s inclination.