A Narrative Study of an African Immigrant High School Student

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Autor/in	Parslow, Kirk Anthony
Titel	A Narrative Study of an African Immigrant High School Student
Quelle	(2023), (217 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-2125-7
Schlagwörter	Hochschulschrift; Dissertation; Immigrants; High School Students; Educational Experience; Personal Narratives; Student Attitudes; Student Adjustment; Self Concept; Race; Blacks; Peer Relationship; Teacher Student Relationship; Personal Autonomy; Story Telling; Advocacy; Cultural Pluralism; Student Surveys; Educational Environment; Cultural Differences; African Culture; Student Characteristics; Foreign Countries; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Immigrant; Immigrantin; Immigranten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungserfahrung; Erlebniserzählung; Schülerverhalten; Adjustment; Adaptation; Selbstkonzept; Rasse; Abstammung; Black person; Schwarzer; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Autonomie; Sozialanwaltschaft; Kulturpluralismus; Schülerbefragung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kultureller Unterschied; Africa; Culture; Afrika; Kultur; Ausland; USA
Abstract	This research inquiry is a narrative case study centered on uncovering or exploring the educational experiences of a local African immigrant high school student. This study's epistemological framework is centered on critical race theory, third space theory and the theory of hybrid or multiple identities. In addition to discussing relevant extant research on the intersectional aspects of African immigrant youth identity, such as gender, religious, ethnic, tribal and linguistic identities, the literature review establishes varying responses of African immigrant youths to American racialization; as well as the fluid, situational identities these youths develop as a result of unique, contextual interactions with their peers and instructors. It should be noted that this study's purpose was not designed nor should be interpreted as comparative of the focal population--local high school students who identify as African and immigrant--with other ethnic or racial student groups. Moreover, this study's scholarly inquiry into local African immigrant youths' educational lived experiences should not be perceived as undercutting broader academic discussions about research centered on Black Americans identifying with other nations and cultures of the global diaspora. This study embeds humanizing agency, advocacy and story telling as the central pillars of the narrative inquiry methodology. Its purpose is meant to better inform the efforts of educators, administrators and policymakers in implementing more authentically relevant and reflective multicultural and multiethnic curriculum and creating educational experiences to engage and acknowledge often overlooked student populations. Ville des Lacs student survey data from the 2018-19 school year reveals many students, particularly student populations of color, do not enjoy a sense of belonging or feel valued. Across the district, dissatisfaction was greatest for the group of students identified as Black. The district is attempting to support and affirm its students' intersectional racial, ethnic and other facets of identity. By gaining a more nuanced understanding of less visible student populations of color, the district could more effectively create classrooms and school climates where more Black immigrant youths feel welcomed, safe and seen. This study was conducted towards that end. [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