Disrupting an Imposed Racial Identity or Performing the Model Minority? The Pursuit of Postsecondary Education by Young African Immigrant Men in Southern Ontario, Canada

Autor/inn/en	Wilson-Forsberg, Stacey; Masakure, Oliver; Shizha, Edward; Lafrenière, Ginette; Mfoafo-M'Carthy, Magnus
Titel	Disrupting an Imposed Racial Identity or Performing the Model Minority? The Pursuit of Postsecondary Education by Young African Immigrant Men in Southern Ontario, Canada
Quelle	In: Race, Ethnicity and Education, 23 (2020) 5, S.693-711 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson-Forsberg, Stacey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2018.1497965
Schlagwörter	Racial Identification; Minority Group Students; Postsecondary Education; Immigrants; Blacks; Foreign Countries; Males; Coping; Academic Achievement; Masculinity; Ethnic Stereotypes; High School Students; Teacher Attitudes; Counselor Attitudes; Cultural Differences; Models; Young Adults; Expectation; Parent Aspiration; Canada (Toronto); Cameroon; Congo; Eritrea; Ethiopia; Ghana; Kenya; Nigeria; Sierra Leone; Somalia; Sudan; Zimbabwe + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Immigrant; Immigrantin; Immigranten; Black person; Schwarzer; Ausland; Male; Männliches Geschlecht; Bewältigung; Schulleistung; Männlichkeit; National stereotype; Nationales Stereotyp; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerverhalten; Kultureller Unterschied; Analogiemodell; Young adult; Junger Erwachsener; Expectancy; Erwartung; Elternwille; Kamerun; Kongo; Äthiopien; Kenia; Simbabwe
Abstract	This article examines how young African immigrant men in Southern Ontario cope with the dominant racial identity at school in an effort to improve their academic performance and access postsecondary education (PSE). Critical race theory in education is employed to explain how the young men distance themselves from stereotypes about Black masculinity by regulating their own behaviour and differentiating themselves from their Caribbean immigrant peers. Sixty-seven young men who had immigrated to Southern Ontario from several African countries over the last 10 years were interviewed individually and in focus groups for the study. The findings suggest that the research participants adopted a model minority status within an educational system that clearly embodies racist and systemically oppressive frameworks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01