School Contexts and "Acting White": Peer Networks of Somali Immigrant Youths in an Afrocentric Charter School

Autor/inn/en	Lee, Moosung; Madyun, Na'im; Lam, Beatrice Oi-yeung; Jumale, Mustafa
Titel	School Contexts and "Acting White": Peer Networks of Somali Immigrant Youths in an Afrocentric Charter School
Quelle	In: Schools: Studies in Education, 11 (2014) 1, S.122-155 (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-1175
DOI	10.1086/675752
Schlagwörter	Immigrants; African American Students; Social Isolation; Adolescents; Case Studies; High Achievement; Charter Schools; Afrocentrism; Urban Schools; Social Networks; Peer Relationship; School Culture; Racial Attitudes; Labeling (of Persons); Achievement Gap; Social Stratification; Friendship; Semi Structured Interviews; Working Class; Mixed Methods Research; Student Surveys; Social Environment; Academic Achievement; Somalia + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Soziale Isolation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Case study; Fallstudie; Case Study; Charter school; Charter-Schule; Afro-centrisme; Afrozentrismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Social network; Soziales Netzwerk; Peer-Beziehungen; Schulkultur; Schulleben; Rassenfrage; Labeling-Ansatz; Soziale Zusammensetzung; Freundschaft; Arbeiterklasse; Schülerbefragung; Soziales Umfeld; Schulleistung
Abstract	We examine whether the "acting white" labeling practice and subsequent peer isolation exist (or do not exist) within Somali immigrant adolescents, one of the most underresearched black immigrant student groups, and what school contexts are associated with their presence (or absence). Using a case study, we found that high-achieving Somali immigrant students in an urban Afrocentric charter school in the United States were not isolated from their peers. Rather, they tended to have a relatively large-sized social network and also seemed to enjoy relative popularity in their peer networks. Additionally, they tended to be gregarious with other high-achievers. Importantly, certain school contexts facilitated the nonexistence of an "acting white" labeling practice and a peer isolation culture in the school. Specifically, the "acting white" phenomenon may not be applicable to a small and racially/ethnically homogenous school where an academically-oriented and college-bound culture is shared by students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10