Cultural and Linguistic Experiences of Immigrant Youth: Voices of African Immigrant Youth in United States Urban Schools

Autor/inn/en	Kiramba, Lydiah Kananu; Kumi-Yeboah, Alex; Smith, Patriann; Sallar, Anthony Mawuli
Titel	Cultural and Linguistic Experiences of Immigrant Youth: Voices of African Immigrant Youth in United States Urban Schools
Quelle	In: Multicultural Education Review, 13 (2021) 1, S.43-63 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kiramba, Lydiah Kananu) ORCID (Smith, Patriann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2021.1890312
Schlagwörter	Immigrants; Blacks; Urban Schools; Public Schools; Student Experience; Student Adjustment; Student Diversity; Middle School Students; High School Students; Adolescents; Cultural Capital; Language Minorities; Aspiration; Stereotypes; Racial Discrimination; Culture Conflict; Academic Achievement; Resilience (Psychology) + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Black person; Schwarzer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Studienerfahrung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sprachminderheit; Streben; Klischee; Racial bias; Rassismus; Kulturkonflikt; Schulleistung
Abstract	This study explores experiences of 50 culturally and linguistically diverse African immigrant students attending public urban middle and high schools in the US. Drawing on in-depth interviews, and through constant comparison analysis, emerging findings highlight pedagogical, linguistic, and curricular variation struggles in the classroom; transitional contextual challenges; cultural mismatch; miscommunication, and stereotypes. In light of these experiences, African immigrant urban youth draw on familial, navigational and aspirational capital to resist stereotypical assumptions and to develop resilient skills necessary to navigate the inherent challenges. Findings underscore the importance of appreciating ways of knowing that deviate from the host country knowledges as instrumental to meeting the instructional needs of African immigrant students in United States schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01