Imagined Community of Education: Voices From Refugees and Immigrants

2015 ◽  
Vol 52 (8) ◽  
pp. 957-985 ◽  
Author(s):  
Ye He ◽  
Silvia Cristina Bettez ◽  
Barbara B. Levin
Keyword(s):  
Educational Experiences ◽  
The United States ◽  
Community Cultural Wealth ◽  
Deficit Thinking ◽  
Imagined Community ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Cultural Wealth ◽  
Perceived Reality ◽  
Immigrant And Refugee

To challenge deficit thinking concerning immigrants and refugees in urban schools, we engaged members of local immigrant and refugee communities from China, Mexico, Liberia, and Sudan in focus group discussions about their prior educational experiences, their hopes and aspirations for education, and the supports and challenges they encountered in their perceived reality of PK-12 education in the United States. In an effort to promote asset-based approaches, we employed Yosso’s framework in our analysis to highlight the community cultural wealth and to describe the process of creating an “imagined community” of education shared among our participants.

Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097365
Author(s):  
Lucy L. Purgason ◽  
Robyn Honer ◽  
Ian Gaul
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Culturally Responsive ◽  
The United States ◽  
Community Cultural Wealth ◽  
Emotional Needs ◽  
Social Emotional ◽  
Future Directions ◽  
Cultural Wealth ◽  
College And Career

Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.

“It ain’t ‘nah’ it’s ‘no’”: Preparing preschoolers for the language of school

2016 ◽  
Vol 18 (4) ◽  
pp. 465-489 ◽  
Author(s):  
Colleen E Whittingham ◽  
Emily Brown Hoffman ◽  
Joseph C Rumenapp
Keyword(s):  
School Readiness ◽  
The United States ◽  
African American Community ◽  
Standard English ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Language Varieties ◽  
School Settings ◽  
Midwestern City ◽  
Childcare Providers

This research presents reflections from focus group discussions with childcare providers and parents of preschoolers in one African American community situated within a large Midwestern city in the United States. The purpose of this study was to examine parents’ and childcare providers’ conceptions of literacy and language related to school readiness. During these conversations it became clear that both parents and providers engage in a number of practices to prepare children to use the standard variety of English privileged by mainstream schooling. Participants verbalize the dual importance of encouraging all language development for young children while explicitly teaching the uses of language as situated in a larger social context. Both parents and providers discuss the need to build a bridge for children between the English varieties used at home and the standard English valued by schools. In light of these findings, the authors problematize common conceptions of ‘school readiness’ as unidirectional and discuss implications for children entering school settings where language varieties are undervalued.

scholarly journals Competing Cultural Worldviews in the United States: A Phenomenological Examination of the Essential Core Elements of Transnationalism and Transculturalism

2014 ◽  
Author(s):  
Mark Orbe ◽  
Darlene Drummond
Keyword(s):  
United States ◽  
Social Identity ◽  
Focus Group ◽  
The United States ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Cultural Worldviews ◽  
Core Elements

The objective of this study was to explore inductively the complex ways in which everyday discourse reflects larger - and often competing - cultural worldviews. A phenomenological framework was used to analyze transcripts generated through 13 focus group discussions involving 100 individuals. This particular analysis highlights how individuals who adopted a transnational worldview worked to transform cultural divisions through criticism of existing labels that failed to capture the multicultural nature of their identifies. Alternatively, individuals who adopted a transcultural worldview worked to transcend traditional cultural divisions through a rejection of traditional labels that worked against one unified social identity. The thematic insights generated through the study are significant in that they provide a heuristic framework for scholars and practitioners who are interested in promoting greater understanding through engaging transnationalism, transculturalism, and related issues.

Community Cultural Wealth Pedagogies: Cultivating Autoethnographic Counternarratives and Migration Capital

2019 ◽  
Vol 57 (2) ◽  
pp. 775-807 ◽  
Author(s):  
Rosa M. Jimenez
Keyword(s):  
Immigrant Students ◽  
Meaning Making ◽  
Central Valley ◽  
Sixth Grade ◽  
The United States ◽  
Community Cultural Wealth ◽  
Pedagogical Tools ◽  
Cultural Wealth ◽  
And Migration ◽  
Education Of Students

Pedagogies employing critical traditions have increasingly been used to ameliorate achievement disparities and centralize issues of power in the education of Students of Color. In this study, I trace a teacher’s journey—new to critical pedagogies—as she learned about community cultural wealth and incorporated family histories as counterstorytelling curricula with her sixth-grade class of immigrant students in California’s Central Valley. I examine the pedagogical implementation with examples of students’ meaning making. The teacher and students demonstrated what I am advancing as migration capital—or knowledges, sensibilities, and skills cultivated through the array of migration/immigration experiences to the United States or its borderlands. This study highlights the potential of community cultural wealth pedagogies and as pedagogical tools to counter deficit narratives with Latina/o immigrant youth.

Resistance to Influenza Vaccination: Psychographics, Audience Segments, and Potential Promotions to Increase Vaccination

2008 ◽  
Vol 14 (2) ◽  
pp. 67-90 ◽  
Author(s):  
Robert John ◽  
Marshall K. Cheney
Keyword(s):  
Influenza Vaccination ◽  
Seasonal Influenza ◽  
Risk Groups ◽  
The United States ◽  
Vaccination Rate ◽  
Marketing Mix ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Control And Prevention ◽  
Promotional Messages

Except for individuals 65 years of age and older, no other group in the United States has an influenza vaccination rate above one-third of the population, even among groups that the Centers for Disease Control and Prevention (CDC) recommend for priority annual seasonal influenza vaccination. To improve the vaccination rate we need to know more about influenza vaccine psychographics among indifferent or resistant individuals or the attitudes, beliefs, opinions, and values surrounding their decision not to obtain annual vaccination. This formative research project is based on eight focus group discussions with 74 individuals from groups that do not participate in influenza vaccination at rates similar to the general population and/or are members of identifiable high-risk groups about their perceptions and beliefs about the flu shot. Three audience segments were identified: Plans to Get, Needs More Information, and Makes You Sick Because they have strongly held negative views toward the product, no special intervention should be directed toward the Makes You Sick segment. Since the actual product cannot be changed (vaccine), different aspects of the marketing mix of price, place, and promotion need to be adjusted to influence the Plans to Get and Needs More Information segments to obtain a vaccination. Ideas for appropriate promotional messages are offered.

scholarly journals Computer-Mediated Communication to Facilitate Synchronous Online Focus Group Discussions: Feasibility Study for Qualitative HIV Research Among Transgender Women Across the United States (Preprint)

2018 ◽  
Author(s):  
Andrea L Wirtz ◽  
Erin E Cooney ◽  
Aeysha Chaudhry ◽  
Sari L Reisner ◽  
Keyword(s):  
United States ◽  
Focus Group ◽  
Computer Mediated Communication ◽  
Group Discussion ◽  
The United States ◽  
Transgender Women ◽  
Focus Group Discussions ◽  
Mediated Communication ◽  
Group Discussions ◽  
Computer Mediated

BACKGROUND Novel, technology-based methods are rapidly increasing in popularity across multiple facets of quantitative research. Qualitative research, however, has been slower to integrate technology into research methodology. One method, computer-mediated communication (CMC), has been utilized to a limited extent for focus group discussions. OBJECTIVE This study aimed to assess feasibility of an online video conferencing system to further adapt CMC to facilitate synchronous focus group discussions among transgender women living in six cities in eastern and southern United States. METHODS Between August 2017 and January 2018, focus group discussions with adult transgender women were conducted in English and Spanish by research teams based in Boston, MA, and Baltimore, MD. Participants were sampled from six cities: Baltimore, MD; Boston, MA; New York, NY; Washington, DC; Atlanta, GA; and Miami, FL. This was formative research to inform a technology-enhanced cohort study to assess HIV acquisition among transgender women. This analysis focused on the methodologic use of CMC focus groups conducted synchronously using online software that enabled video or phone discussion. Findings were based on qualitative observations of attendance and study team debriefing on topics of individual, social, technical, and logistical challenges encountered. RESULTS A total of 41 transgender women from all six cities participated in seven online focus group discussions—five English and two Spanish. There was equal racial distribution of black/African American (14/41, 34%) and white (14/41, 34%) attendees, with 29% (12/41) identifying as Hispanic/Latina ethnicity. Overall, 29 of 70 (41%) eligible and scheduled transgender women failed to attend the focus group discussions. The most common reason for nonattendance was forgetting or having a scheduling conflict (16/29, 55%). A total of 14% (4/29) reported technical challenges associated with accessing the CMC focus group discussion. CMC focus group discussions were found to facilitate geographic diversity; allow participants to control anonymity and privacy (eg, use of pseudonyms and option to use video); ease scheduling by eliminating challenges related to travel to a data collection site; and offer flexibility to join via a variety of devices. Challenges encountered were related to overlapping conversations; variable audio quality in cases where Internet or cellular connection was poor; and distribution of incentives (eg, cash versus gift cards). As with all focus group discussions, establishment of ground rules and employing both a skilled facilitator and a notetaker who could troubleshoot technology issues were critical to the success of CMC focus group discussions. CONCLUSIONS Synchronous CMC focus group discussions provide a secure opportunity to convene participants across geographic space with minimal time burden and without losing the standardized approach that is expected of focus group discussions. This method may provide an optimal alternative to engaging hard-to-reach participants in focus group discussions. Participants with limited technological literacy or inconsistent access to a phone and/or cellular data or service, as well as circumstances necessitating immediate cash incentives may, however, require additional support and accommodation when participating in CMC focus group discussions.

scholarly journals A Survey of Horse Selection, Longevity, and Retirement in Equine-Assisted Services in the United States

Animals ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. 2333
Author(s):  
Ellen M. Rankins ◽  
Carissa L. Wickens ◽  
Kenneth H. McKeever ◽  
Karyn Malinowski
Keyword(s):  
The United States ◽  
Initial Screening ◽  
Key Factors ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Selection Procedures ◽  
Study Behavior ◽  
Acclimation Period ◽  
Future Work ◽  
Equine Assisted

Little published information exists on the horses in equine-assisted services (EAS), particularly their selection, longevity, and retirement. The purpose of this study was to characterize horses and procedures used in EAS. A pilot survey was developed using focus group discussions and distributed to Professional Association of Therapeutic Horsemanship, International (PATH Intl) centers in Florida (n = 45, Part I) before further modification and distribution to members of PATH Intl., American Hippotherapy Association (AHA), eagala, and Certified Horsemanship Association (CHA) (n = 26,000, Part II). Response rates were 36% (Part I) and 0.7% (Part II). Centers report a median of 10 (Part I) or 9 (Part II) horses and ponies. Selection procedures included initial screening (Part I = 100%, Part II = 96%), pre-purchase or pre-donation exam (I = 64%, II = 60%), acclimation period (I = 100%, II = 84%), trial period (I = 91%, II = 90%), and other (II = 11%). Horses remained active in programs for less than a year to over 20 years with the greatest number working 7–10 (Part I) or 1–6 (Part II) yr. In Part I of the study, behavior (44%) was the leading cause of retirement followed by unsoundness (33%). In Part II, unsoundness was the highest ranked response followed by behavior. Behavior, soundness, and health emerged as key factors in horse selection and retirement. Future work should focus on investigating these issues at an individual horse level.

“It's a Struggle, It's a Journey, It's a Mountain That You Gotta Climb”

2012 ◽  
Vol 1 (3) ◽  
pp. 257-289 ◽  
Author(s):  
Rachel Alicia Griffin ◽  
Molly Wiant Cummins
Keyword(s):  
Critical Race Theory ◽  
Stereotype Threat ◽  
Black Male ◽  
The United States ◽  
Access To Education ◽  
Race Theory ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Race And Gender ◽  
And Gender

Access to education is one of the only or most realistic means in the United States to improving one's opportunities and agency over a lifetime. That so many Black men are severed from this opportunity, early and often, is distressing at best and deadly at worst. Addressing this systemic issue, this essay centrally positions Black male voices to narrate their educational experiences at the intersections of race and gender. Guided by critical race theory coupled with Black misandry, this essay positions “gendered racism” as a communicative phenomena that can be further understood through qualitative narratives that speak to intersectional identities, power, oppression, and resistance. Drawing from the analysis of five focus group discussions, we highlight three subcategories that surfaced in relation to stereotypes including: (a) Omnipresence of Stereotype Threat, (b) Everyday Struggles with Stereotypes, and (c) Negotiating Stereotypes and Stereotype Threat. Each of these is presented by shifting Black male voices from the margins of inquiry to the center in the hopes that their insightful and instructive reflections will be taken into serious account.

scholarly journals “It’s OK. She Doesn’t Even Speak English”: Narratives of Language, Culture, and Identity Negotiation by Immigrant High School Students

2019 ◽  
pp. 004208591987369 ◽  
Author(s):  
Lydiah Kananu Kiramba ◽  
James Alan Oloo
Keyword(s):  
High School Students ◽  
Culturally Responsive ◽  
First Generation ◽  
Social Issues ◽  
Deep Understanding ◽  
The United States ◽  
School Students ◽  
Cultural Wealth ◽  
Multilingual Students ◽  
Immigrant And Refugee

This study employs narrative inquiry to explore the experiences of two female, first-generation immigrant- and refugee-background students from West Africa. Using interview as conversation for guiding open-ended research questions and Yosso’s community cultural wealth (CCW) framework, we present participant narratives that speak to both similar and divergent experiences, which demonstrate a deep understanding of complex social issues presenting both tensions and opportunities for African immigrant and refugee student educational success in the United States. The study draws implications for rephrasing normative thinking about emerging multilingual students of African descent and developing a culturally responsive pedagogy for all students.

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