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作者

来源

EDUCATION AND URBAN SOCIETY,Vol.49,Issue4,P.434-455

语言

英文

关键字

Black African immigrant youth; Ghanaian-born; cross-cultural experiences; academic achievement; multicultural education; urban education; 2ND-GENERATION NIGERIANS; STUDENTS; SOCIALIZATION; PERFORMANCE; CHILDREN

作者单位

[Kumi-Yeboah, Alex] SUNY Albany, Dept Educ Theory & Practice, Albany, NY 12222 USA. [Smith, Patriann] Texas Tech Univ, Dept Language Divers & Literacy Studies, Coll Educ, Lubbock, TX 79409 USA. Kumi-Yeboah, A (reprint author), SUNY Albany, Sch Educ, Educ Theory & Practice Dept ED114, 1400 Washington Ave, Albany, NY 12222 USA. E-Mail: akumiyeb@gmail.com

摘要

The past two decades have witnessed a rapid increase of immigrant population in U.S. schools. Little is known, however, about factors that promote cross-cultural experiences, academic achievement, and/or challenges of Black African immigrant youth, which is particularly significant today in the midst of the current social and political discourse over the influence of immigration in U.S. schools. Sixty Ghanaian-born immigrant students were recruited and interviewed. Analyses, which draw from in-depth interviews and observations, revealed that resilience to succeed, teacher and parent support, positive school environment, past histories including educational experiences, and challenging factors of racism, classism, xenophobia, acculturative stress, changes in curriculum, language, and cultural discrimination emerged as the major factors that largely influenced academic achievement of these learners. This article discusses the implications of these findings for educators who are tasked to render better educational settings for Black African immigrant students to succeed in U.S. schools.