Negotiating a Sense of Identity in a Foreign Land: Navigating Public School Structures and Practices that Often Conflict with Haitian Culture and Values

Autor/inn/en	Cone, Neporcha; Buxton, Cory; Lee, Okhee; Mahotiere, Margarette
Titel	Negotiating a Sense of Identity in a Foreign Land: Navigating Public School Structures and Practices that Often Conflict with Haitian Culture and Values
Quelle	In: Urban Education, 49 (2014) 3, S.263-296 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085913478619
Schlagwörter	Public Schools; Urban Schools; Haitians; Immigrants; Influences; Self Concept; Individual Development; Academic Achievement; Educational Experience; Culture Conflict; Access to Education; Learning; Teacher Role; Acculturation; Peer Influence; Cultural Differences; Middle School Students; Parents; Teachers; Interviews; Focus Groups; Foreign Countries; Florida + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Immigrant; Immigrantin; Immigranten; Influence; Einfluss; Einflussfaktor; Selbstkonzept; Individuelle Entwicklung; Schulleistung; Bildungserfahrung; Kulturkonflikt; Education; Access; Bildung; Zugang; Bildungszugang; Lernen; Lehrerrolle; Akkulturation; Kultureller Unterschied; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Eltern; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Ausland
Abstract	As part of a larger investigation into the educational experiences of Haitians in South Florida, this study explores factors that influence the identity development and academic success of Haitian students. Individual and focus group interviews with Haitian students, parents, and teachers provide the context for studying how pressures from both home and school shape the identity development of Haitian youth. Using a conceptual framework grounded in both structural and cultural analysis of identity formation, we describe three themes that emerged from our analysis: (a) learning as recitation or inquiry, (b) teacher as strict parent or lenient spectator, and (c) peers like me or Americanization. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10