Literaturnachweis - Detailanzeige
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 |
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) 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |