Acculturation and Assimilation: A Qualitative Inquiry of Teacher Expectations for Somali Bantu Refugee Students

Autor/inn/en	Tran, Nellie; Birman, Dina
Titel	Acculturation and Assimilation: A Qualitative Inquiry of Teacher Expectations for Somali Bantu Refugee Students
Quelle	In: Education and Urban Society, 51 (2019) 5, S.712-736 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tran, Nellie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124517747033
Schlagwörter	Foreign Countries; Refugees; Elementary School Teachers; Elementary School Students; Acculturation; Student Adjustment; Teacher Expectations of Students; English Language Learners; Student Behavior; Student Characteristics; Family Environment; Social Justice; Racial Bias; Social Bias; Indigenous Populations; Minority Group Students; Cultural Influences; Somalia; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Akkulturation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Student behaviour; Schülerverhalten; Familienmilieu; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Sinti und Roma; Cultural influence; Kultureinfluss
Abstract	This article explored the range in teacher expectations held for Somali Bantu refugees using content analysis of one-on-one interviews with teachers who taught Somali Bantu students at an elementary school in Chicago. Analyses revealed the emergence of five categories of expectations: (a) general acculturative expectations around language and knowledge (b) behaviors, (c) internal attributes, (d) classroom behaviors, and (e) family/home. These findings raise questions about the potential danger of teacher's expectations that might suggest assimilation to oppressive racial statuses. Implications for teachers and future research are discussed. Limitations and generalizability are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01