Cameroonian Immigrant Youths: Perceptions of Influences on Educational Attainment and Outcomes in American Schools

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Autor/in	Ngassam, Marlise De Paul
Titel	Cameroonian Immigrant Youths: Perceptions of Influences on Educational Attainment and Outcomes in American Schools
Quelle	(2023), (135 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Mississippi State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-4119-4
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Young Adults; Immigrants; Educational Attainment; Study Abroad; Foreign Students; Influences; Outcomes of Education; Academic Achievement; Educational Experience; Barriers; Academic Ability; Language Skills; English Language Learners; Group Membership; Parent Influence; Expectation; Teacher Expectations of Students; Cameroon; Georgia (Atlanta) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Young adult; Junger Erwachsener; Immigrant; Immigrantin; Immigranten; Bildungsabschluss; Bildungsgut; Studies abroad; Auslandsstudium; Influence; Einfluss; Einflussfaktor; Lernleistung; Schulerfolg; Schulleistung; Bildungserfahrung; Language skill; Sprachkompetenz; Gruppenzugehörigkeit; Expectancy; Erwartung; Kamerun
Abstract	This qualitative study uses the lens of expectation theory to highlight the educational achievements of Cameroonian youths in American educational institutions as it also examines their individual educational experiences and the many challenges (social, cultural, and academic) that each encountered in his or her journey toward significant educational outcomes. Findings from this study challenge the misconception that students coming into the United States other than from Asia and Europe are academically inferior to their counterparts born in the U.S. Six francophone Cameroonian-born young adults between the ages of 19-30 residing in the Atlanta, Georgia metropolitan area participated in this study. Each had completed at least one full academic year in an American educational institution. Data collection included virtual interviews with follow-ups carried out via text exchanges and phone conversations. Participants reported experiences language barriers in U.S. education settings. Even students with strong knowledge of English or multiple years in English-speaking classrooms struggled with differences between British/Cameroonian spoken English and American pronunciations and accents. In addition, many students did not feel a sense of belonging in school until they had opportunities to be in classes with or interact with other students that share a similar background or until teachers recognized their potential. All participants felt a strong sense of parental expectation and were influenced by perceptions of teachers' expectations. Findings of this study align with previous studies that identified influential factors of educational attainments for immigrant youths including the importance of family expectations, teacher expectations, and students' sense of self-efficacy. Data also suggest that gender and birth order influence Cameroonian parents' expectations related to household responsibilities and obligations towards siblings and that both male and female participants equally perceived parental expectations to achieve academically. This study suggests that institutions serving Cameroonian immigrant student, specifically, and immigrant students in general may better serve those students by understanding their needs and the specific barriers they may face. It may be helpful to provide language support, even for students who have strong command of written English, and to create meaningful opportunities to create supportive social networks during the transition to schooling in the U.S. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01