African Immigrants, the "New Model Minority": Examining the Reality in U.S. K-12 Schools

Autor/in	Ukpokodu, Omiunota N.
Titel	African Immigrants, the "New Model Minority": Examining the Reality in U.S. K-12 Schools
Quelle	In: Urban Review: Issues and Ideas in Public Education, 50 (2018) 1, S.69-96 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-017-0430-0
Schlagwörter	Immigrants; Blacks; Models; Minority Group Students; Academic Achievement; Elementary Secondary Education; Educational Research; Educational Practices; Educational Policy; Underachievement; Data Collection; Cultural Awareness; African Culture; Teacher Education; Research Needs; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Black person; Schwarzer; Analogiemodell; Schulleistung; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Politics of education; Bildungspolitik; Performance deficiency; Leistungsschwäche; Data capture; Datensammlung; Cultural identity; Kulturelle Identität; Africa; Culture; Afrika; Kultur; Lehrerausbildung; Lehrerbildung; Forschungsbedarf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	African immigrants in the U.S. have been headlined as America's "new model minority." The purpose of this paper is to examine if evidence exists to support the claim of African immigrant students' (AIS) educational achievement and excellence (a core indicator of the "model minority" theory) in U.S. k-12 schools. Using a multiple methodological research approach and analysis, the study examines whether aggregated and disaggregated data exist to verify AIS' superior academic achievement in U.S. k-12 schools. The study reveals a lack of data to substantiate the claim. Instead, the study reveals a paucity of research on AIS' academic performance and achievement in k-12 schools, as well as academic underperformance and underachievement, and the challenges that exist. The notion of a "model minority" attributed to African immigrants is disingenuous and a disservice to AIS in U.S. k-12 schools. The paper discusses significant implications and recommendations for policy and practice that include overhauling the data collection and reporting system, data disaggregation for AIS, debunking the African immigrant "model minority" ascription, preparing culturally responsive and globally competent teachers, and increasing research on AIS in k-12 schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01