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Micronesians in the United States
In the decade preceding 2000, the growth rate of the Pacific Islander population increased more rapidly than that of any other racial or ethnic group in the United States—from 9% to 140%, compared to the 13% growth in the U.S. total population. Within the diverse U.S. Pacific Islander population is the heterogeneous population of Micronesians from the Western Pacific insular entities, including the U.S. citizens of the Territory of Guam and the Commonwealth of the Northern Marianas (CNMI); along with the U.S.-affiliated Freely Associated States of the Republic of the Marshall Islands (RMI), the Federated States of Micronesia (FSM), and the Republic of Palau (RP). The United States is associated with the latter four entities because the United Nations assigned them to the U.S. Trust Territory of the Pacific Islands at the end of World War II. They eventually negotiated their respective Commonwealth and Compacts of Free Association status. Individuals from all five of these Pacific Island entities may rightfully and freely travel, work, and attend schools in any part of the 50 U.S. states.
Educators in the United States may lack knowledge of the cultural, linguistic, political, and geographic features of these groups that is needed to effectively deliver best practice instruction to them. This entry provides an overview of salient educational issues associated with Micronesians in the United States.
Contemporary Micronesian Migration to and within the United States
Scholar Father Francis X. Hezel estimates that 60,000 citizens of FSM, RP, and RMI have migrated to Guam, CNMI, Hawaii, and the U.S. mainland. In addition to the large Guam and Hawaii Micronesian populations, Micronesian communities have been established in California, Oregon, Nevada, Kansas, Missouri, Arkansas, Texas, Minnesota, and Florida. Newcomers often join supportive family members who have already become established or migrate because they learn of job opportunities for caregivers in nursing homes or laborers in poultry plants, mushroom farms, or slaughter houses. Many migrate primarily to find a good education for their children.
Educational and Economic Challenges
Micronesians face economic and educational challenges in their new U.S. homes. Gender is an issue as well as their earlier educational background and ethnic/linguistic differences. U.S. census data show that when Micronesians in the United States are compared to the U.S. general population, they have lower high school graduation rates and less postsecondary education experience (U.S.: female = 80.7%, male = 80.1%; Micronesian: female = 78.6, male = 76.6); lower baccalaureate graduation rates (U.S.: female = 22.8%, male = 26.1%; Micronesian: female = 13.4%, male = 14.05); and lower earnings (U.S.: female = $33,029, male = $49,250; Micronesian: female = $29,398, male = $35,688).
Predetermining Home Island Influences
Mary Spencer's studies of literacy in FSM, RMI, and RP reveal that English literacy levels remain at the lower elementary levels for both male and female students by the end of the seventh grade. Literacy in the indigenous languages, though typically underdeveloped, forms a viable foundation for academic growth. Dropout estimates for Guam and CNMI school systems are near 50%. Nevertheless, enrollments of Micronesian students are growing at the University of Guam and at FSM's College of Micronesia campuses, with women in a slight majority.
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- Demographics in the United States, Trends and Developments
- Developmental Education and Ethnic Minorities
- Diversity: A Contested Concept
- Diversity, Exceptionality, and Knowledge Construction
- Diversity and Student Perceptions of Famous Americans
- Diversity in Curricula in the Middle East
- Diversity-Responsive Schools
- Dysconscious Racism and Teacher Education
- Early Childhood Multicultural Education
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- Israel, Arab Education in
- Jencks Report
- Jewish Education in the United States
- Kenya, Education and Diversity in
- Knowledge, Types of
- Language and Identity
- Latin American Families in the United States
- Latino Identity, Philosophy of
- Latinos, Education of
- Latinos, Gender, and Education
- Learning, Schooling, Culture, and Identity
- Lebanon, Diversity and Education in
- Literacy Education and Diversity
- Māori, Education of
- Mathematics Education and Diversity
- Mexican American Studies/Chicana/o Studies
- Mexican Americans, Education of
- Mexico, Intercultural Universities in
- Microaggressions, Racial
- Middle Eastern Americans, Education of
- Minority Group
- Minority Schooling in Europe
- Model Minorities and the Model Minority Myth
- Multicultural Citizenship
- Multicultural Citizenship and Intercultural Education
- Multicultural Counseling
- Multicultural Education, Approaches to Curriculum Reform
- Multicultural Education, Development of: An Eyewitness Account
- Multicultural Education, Dimensions of
- Multicultural Education, Purposes and Goals
- Multicultural Education Policies and Institutionalization Across Nations
- Multicultural Education Series
- Multicultural Special Education
- Multiculturalism and Sociocultural Identity
- Multiethnic Schools, Creating Effective
- Multiracial and Multiethnic Identities
- Multiracial Students in K–12 Schools
- Music Education and Diversity
- National Association for Multicultural Education
- Native American Studies
- Nativism in the United States
- New Literacies and Learners From Diverse Communities
- Nomadic Populations in the Middle East, Curriculum for
- Objectivity and Diversity
- Pacific Islander Americans, Education of
- Patriotism, Diversity, and Education
- People of Color
- Philippines, Education of Ethnic Minorities in
- Pilipino Cultural Nights
- Positionality and Knowledge Construction
- Prejudice and Discrimination
- Prejudice Reduction
- Privatization and Minority Student Achievement
- Professional Development for Cultural Competence
- Puerto Rican Americans, Education of
- Puerto Rican Studies
- Race, Ability, and Language, Intersections of
- Race, Gender, and Skin Tone
- Race, Teaching About
- Race and Education
- Race and Human Genome Variation
- Racial/Ethnic Disproportionality in Special Education
- Racialization, Process of
- Racism in Schools
- REACH Center
- Reconciliation, Politics of, and Excluded Groups
- Regents of the University of California v. Bakke: An Academic Issue, a Civil Rights Defeat
- Remembering Brown: Silence, Loss, Rage, and Hope
- Resilience and Efficacy in Urban Schools
- Resiliency, Identity, and Competence
- Roma in Europe, Education of
- Russia, Education of Ethnic Groups
- Russia, Multicultural Education in
- School Discipline, Race, and Ethnicity
- Science Education and Diversity
- Segregation, Desegregation, and Resegregation
- Service Learning, Diversity, and Teacher Education
- Singapore, Education and Ethnic Diversity in
- Social Justice and Education in Europe
- Social Protest and Education
- Social Studies Education and Diversity
- South Africa, Multicultural Education in
- South Asian Americans
- South Asian Muslim Youth in the United States
- Special Education and Students of Color
- Stereotype Threat
- Student Diversity: Clarifying Meanings
- Subtractive Schooling
- Sweden, Multicultural Education in
- Tibetan Diaspora, Education in
- Turkey, Kurdish Education in
- Two-Faced Racism: Whites in the Backstage and Frontstage
- Undergraduate Readiness for Diversity
- United Kingdom, Multicultural Education in
- United Kingdom, Race and Education in
- United States: Educational Inequality
- United States, Intercultural/Intergroup Education in
- United States, Multicultural Education in
- Universal Declaration of Human Rights
- Vietnam, Ethnic Education in
- Vietnamese American Youth
- White Privilege and Education
- Xenophobia and Antidiscrimination in Europe
- Young Men of Color, Educational Experiences of
- Abington School District v. Schempp (1963)
- Anti-Semitism in Schools and Society
- Black Church, Youth, and the Civil Rights Movement
- Christian Privilege in Schools and Society
- Common Schools Movement
- December Dilemma
- Engel v. Vitale (1962)
- Everson v. Board of Education (1947)
- Freedom of Speech, Fundamentalist Schools and
- Hate Crimes, Religion and
- Hate Crimes After September 11, 2001
- Houses of Worship, Terminology for
- Islam in Asian Education
- Islamophobia in U.S. Society and Schools, Recognizing and Countering
- Lemon v. Kurtzman (1971)
- New-England Primer, The
- Pluralism Project, The
- Private Religious Schools (Non-Muslim) in the Middle East
- Religion, Culture, and Education in the United States
- Religion, Curriculum Issues
- Religion, Teaching About in Schools
- Religion, the Courts, and Public Schools
- Religion and Sexuality, Intersections of
- Religion and Teaching in the College Classroom
- Religion in Public School Curricula in the Middle East
- Religious Holidays in U.S. Schools
- Religious Instruction, Religious Symbols, and Prayer in Public Schools in Europe
- Religious Minorities and Religious Schools in Europe
- Religious Orientation and Diversity
- Religious Pluralism
- Separation of Church and State
- Sherbert v. Verner (1963)
- United States, Islamic Schools in
- World's Parliament of Religions, 1893
- Achievement Gap
- Asian American Youth in Poverty
- At-Risk Students
- Cultural Capital
- Cultural Reproduction
- Culture of Poverty
- Digital Divide, Digital Learning, and Equal Access
- Diversity as a Class and Caste Issue
- Dropout
- Educational Stratification
- Empowerment Zones and Student Achievement
- Financial Aid and Access to Higher Education
- First-Generation College Students
- Hawaii, Asian American Hierarchy in
- Homeless Students
- Inequality of Educational Opportunity, Persistence of
- Intergenerational Transmission of Wealth
- Intersectionality of Race, Class, Gender, and Ethnicity
- Low-Income Students, Education of
- Low-Income Youth, Access to Education
- Middle East, Education of Working Children in
- Parental Human Capital and Education
- Private Schools and Equal Educational Opportunity, United States and South Africa
- Social Capital
- Social Class and Education
- Social Class and Gender
- Social Class Privilege and Education
- Social Hierarchy
- Social Reproduction
- Socioeconomic Integration and Segregation
- Suburban Schooling
- Undocumented Immigrants, Children of
- Unequal Childhoods
- United States, Education of Immigrants in
- Urban Underclass
- A WORLD OF DIFFERENCE® Institute
- Activity Theory, Teacher Education, and Diversity
- Administrator/Staff Training and Supervision for Schools With Diverse Student Populations
- Alternative Pathways Into Teaching
- Antiracist Training for Educators
- Bridging Cultures, Teacher Training Project
- Critical Race Theory, Teacher Education, and Diversity
- Culturally Responsive Assessment
- Diversifying the Teacher Workforce
- Diversity and Teacher Education Policy
- Diversity Training for Faculty, Staff, and Administrators
- Dysconscious Racism and Teacher Education
- Early Childhood Education, Teacher Preparation for Diversity in
- Elementary Education, Teacher Preparation for Diversity in
- English Language Learners, Teacher Preparation for Diversity
- Ethnic Diversity in Teacher Education
- Identity Theory, Teacher Education, and Diversity
- Immigrant Populations, Teacher Preparation for Diversity
- Indigenous Populations, Teacher Preparation for Diversity
- Internationalization of Teacher Education
- Literacy, Teacher Preparation for Diversity
- Mathematics, Teacher Preparation for Diversity
- Mentoring, Teacher Preparation Pedagogy
- Multicultural Teacher Education
- REACH Center
- Research on Diversity and Teacher Education
- Rural Schools, Teacher Preparation for Diversity
- School Leadership for Diversity
- Science and Technology, Teacher Preparation for Diversity
- Social Justice and Teacher Education: Issues, Challenges, and a Theory
- Social Justice Teacher Education
- Special Education, Teacher Education, and Diversity
- Students With Special Needs, Teacher Preparation for Diversity
- Teacher Accreditation Programs: Accreditation and Diversity
- Teacher Education in the United States: Approaches to Improvement
- Teacher Educator Preparation for Diversity
- Teacher Preparation for Diversity
- Teacher Preparation for Diversity, History and Social Studies
- Teacher Preparation Pedagogy, Child Study Approach
- Teacher Preparation Pedagogy, Community-Based
- Teacher Preparation Pedagogy, Critical Reflection and
- Teacher Preparation Pedagogy, Practitioner Research
- Urban Schools, Teacher Preparation for Diversity
- White Teachers, Teacher Preparation for Diversity
- Academic Standards
- Achievement Gap
- Achievement Gap and Tracking, International Evidence
- Achievement Tests
- Advanced Placement Tests
- Alternative Assessments
- Aptitude Tests
- Assessment in Special and Inclusive Education
- Attitudes of Preschool Children, Implicit Measures of
- Basic Skills Testing
- Bias, Testing, and Assessment
- Campbell's Law
- Classroom Assessment and Diversity
- English Language Learners, Accommodations for in Testing
- Equity in Assessment
- Flynn Effect
- High-Stakes Testing
- Intelligence Testing
- Merit-Based and Need-Based College Admissions
- Opportunity-to-Learn Standards
- Standardized Testing and Standards
- Standards for Educational and Psychological Testing
- Students With Disabilities, Accommodations for in Testing
- Students With Disabilities, Testing of
- Test Scores, Validity and Validation of
- Testing, Historical Development of
- Testing, Judicial Decisions on
- Testing, State Versus National
- Tests, Translation of
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