"It's Like They Don't Recognize What I Bring to the Classroom": African Immigrant Youths' Multilingual and Multicultural Navigation in United States Schools

Autor/inn/en	Kiramba, Lydiah Kananu; Kumi-Yeboah, Alex; Sallar, Anthony Mawuli
Titel	"It's Like They Don't Recognize What I Bring to the Classroom": African Immigrant Youths' Multilingual and Multicultural Navigation in United States Schools
Quelle	In: Journal of Language, Identity, and Education, 22 (2023) 1, S.83-98 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kiramba, Lydiah Kananu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1832499
Schlagwörter	Secondary School Students; Immigrants; Foreign Countries; Multilingualism; Cultural Pluralism; Student Experience; Cultural Differences; Communication Skills; Stereotypes; Power Structure; Disadvantaged; Teacher Expectations of Students; Adjustment (to Environment); Educational Environment; Resilience (Psychology); Navigation; High School Students; Ghana; Ethiopia; Nigeria; United States + Suchen Sie Ihr Suchwort? Sekundarschüler; Immigrant; Immigrantin; Immigranten; Ausland; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Studienerfahrung; Kultureller Unterschied; Kommunikationsstil; Klischee; Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Äthiopien; USA
Abstract	Discourses of African immigrant children are rare in educational research. As such, African immigrant educational experiences are often obscured (in part, owing to the model minority myth about Africans based on higher education degrees received by African immigrants), as well as the actual experiences and realities for African immigrant K-12 students. This qualitative study examines cross-cultural educational experiences of 30 Black African immigrant youth in U.S. schools. The findings reveal multiple participants' struggles with cultural and linguistic differences, stereotypes and marginalization in the school environment, low expectations from teachers, and adjusting to new schooling practices. The African youths' voices exhibited development of resilience and navigation skills. Drawing on Alim and Paris' culturally sustaining model, we propose recommendations and pedagogical implications for preparing globally competent teachers and teacher educators enabled and empowered to teach all 21st-century citizens, including African immigrants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01