Considering America’s ladder of success is only gained by the measure of which education is obtained, existing generational Americans pompously affirm that their predecessors actualized the American Dream without any cultural affirmation or acknowledgement (Abraham-Alvarez, 2010, p. 9; Salomone, 2010, p. 15). However, as educational philosophies and practices of America’s past are implicitly invoked as a model for the present, existing connections between education and immigration in turn, have led to more, albeit indirect obstructions (Salomone, 2010, p. 15; Crosnoe & Turley, 2011, p. 130). Historically, together with effective school literature, first generational immigrants are reported to have stronger school attachments, higher academic
