‘Brains, means, lyrical ammunition’: hip-hop and socio-racial agency among African Students in Kharkiv, Ukraine

Popular Music ◽  
2011 ◽  
Vol 30 (3) ◽  
pp. 315-330 ◽  
Author(s):  
Adriana Helbig
Keyword(s):  
Hip Hop ◽  
English Language ◽  
Black Identity ◽  
Economic Status ◽  
African Students ◽  
Public Opinions ◽  
Socio Economic Status ◽  
The Us ◽  
Ethnographic Data ◽  
Musical Elements

AbstractIn the last decade, multi-racial hip-hop scenes in Kharkiv, a predominantly Russian-speaking eastern Ukrainian city close to the Russian border, have fostered the development of socially-conscious hip-hop among African students. Drawing on musical elements from their respective home countries, the US and local hip-hop traditions, African male youths use Ukrainian-, Russian- and English-language lyrics to express concerns about socio-economic status, personal struggle and racial inclusion. This study analyses how African musicians use hip-hop as a social means through which to fight the escalating violence against dark-skinned foreigners and migrants. It draws on ethnographic data to identify several ways in which African-performed hip-hop has influenced contemporary public opinions regarding ‘black’ identity in eastern Ukraine.

Sociolinguistic Factors Influencing English Language Learning

2019 ◽  
pp. 403-424
Author(s):  
Jon Bakos
Keyword(s):  
Language Learning ◽  
Personal Identity ◽  
English Language ◽  
Economic Status ◽  
English Language Learning ◽  
Social Variables ◽  
Language Variation And Change ◽  
Socio Economic Status ◽  
Factors Influencing ◽  
Contemporary Work

This chapter examines processes of language variation and change that take place in all languages, with a focus on English. Sociolinguists have observed that demographic and social variables such as where someone is born, their age, gender, and socio-economic status can be relevant to how they speak. However, contemporary work indicates that there is more to how someone speaks than a few checkboxes on a survey. Who does a speaker feel empathy with and want to emulate? How does a multi-faceted sense of personal identity affect how a person speaks? How might a second language (L2) learner's sense of belonging affect their own realization of English? These are some of the questions that this chapter seeks to address.

scholarly journals Analysis of Socio-Economic Status and Gender Related Differential Item Functioning Using Item Response Theory Approach

2021 ◽  
pp. 42-55
Author(s):  
Stella Eteng-Uket
Keyword(s):  
Item Response Theory ◽  
Differential Item Functioning ◽  
Item Response ◽  
English Language ◽  
Economic Status ◽  
Objective Test ◽  
Response Theory ◽  
Socio Economic Status ◽  
Item Functioning ◽  
Research Questions

The study investigated detecting differential item functioning using item response theory in West African Senior School Certificate English language test in south-south Nigeria. 2 research questions were formulated to guide the study. Using descriptive research survey design for the study, study population was 117845 Senior Secondary 3 students in Edo, Delta, Rivers and Bayelsa state. A sample of 1309 (604 males, 705 females) drawn through multi stage sampling technique was used for the study. Two valid instruments titled: Socio-economic status questionnaire (SSQ) and WASSCE/SSCE English language objective test (ELOT) were used to collect data for the study. The reliability indices of the instruments were estimated using the Cronbach Alpha method of internal consistency and Richard Kuderson 20 with coefficient values of .84 for the English Language objective test and .71 for the socio-economic status questionnaire respectively. Chi-square and Lord Wald test statistics statistical technique employed by Item Response Theory for Patient Reported Outcome (IRTPRO) was the technique used in data analysis which provided answers to the research questions at.05 level of significance. On analysis, the result revealed that 13 items functioned differently significant between the male and female group and significantly 23 items differentially functioned between High and low socio-economic status group. Thus, this shows 18% DIF based on gender and 32% based on socio-economic status indicating large DIF and items that are potentially biased. Based on the findings, recommendation were made and one among others was that Item Response theory should be used as DIF detection method by large scale public examination and test developers.

scholarly journals SELF CONCEPT, PARENTAL SOCIO-ECONOMIC STATUS AND ACADEMIC PERFORMANCE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KEBBI STATE, NIGERIA

2018 ◽  
Vol 18 (1) ◽  
pp. 12
Author(s):  
Haruna Sani Aliero
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
English Language ◽  
Economic Status ◽  
Self Concept ◽  
School Students ◽  
Senior Secondary School ◽  
Socio Economic Status ◽  
Significant Difference ◽  
Senior Secondary

 The main thrust of the paper is to determine if there is any significant difference between socio – economic status, self-concept and academic performance of SS1 students in Kebbi State. The sample was made up of 360 (180 boys and 180 girls) drawn from the population of senior secondary school one (S.S.I) from six Senior Secondary Schools in Kebbi State. Akinboye’s Adolescent Personal Data Inventory (APDI) by Akinboye (1985) and the Adopted version of Parental Socio- Economic Status Questionnaire (PSESQ) by Adegoke (1987) were used to measure Self-concept and Parental Socio-economic Status respectively. The reliability coefficient of the instruments was (0.85 and 0.79) for APDI and (0.82 and 0.78) for PSESQ respectively. Academic Performance was obtained using the students’ scores in English Language and Mathematics in the Junior Secondary School Certificate Examination of 2015/2016 session. Two hypotheses were generated and tested using t- test. The findings of the study indicated that there was significant difference between Parental Socio-economic Status and Academic Achievement. There was also significant difference between Self-concept and Academic Performance of students. The findings were discussed and their implications and recommendations highlighted. It was recommended that teaching became more meaningful when pupils are assisted to build a positive self-concept. Similarly, parents should show more concern in helping their children develop positive self-concept. Teachers should also take into consideration the socio-economic background of their students.

scholarly journals US urban agglomerations electoral shifts in 2000–2016

2020 ◽  
pp. 58-71
Author(s):  
P.A. Rachev ◽  
Keyword(s):  
Presidential Election ◽  
Urban Population ◽  
Metropolitan Areas ◽  
Economic Status ◽  
Socio Economic Status ◽  
Political Preferences ◽  
The Us ◽  
Us Presidential Election ◽  
Polarization Level

More than 80% of US population live in metropolitan areas. Voting in agglomerations largely determines the outcome of the presidential, or any other, elections. The electoral processes inside high-density territories are a derivative of settlement peculiarities, and socio-economic status, ethnic and racial composition of people at these areas. Researchers record the increase of polarization level in recent decades. This increase closely related to the population’s political preferences. Polarization can lead to the disunity of society, a reduction in socio-economic interactions and to local isolationism in the long term. This article analyzes the results of the US presidential election at the level of metropolitan areas in the period of 2000–2016 and shows the distribution of all 382 agglomerations depending on the voting results within their boundaries. It is also revealing the spatial patterns of locations of these agglomerations. The article determined that more than two-thirds of all agglomeration’s population has stable electoral preferences, and also provides evidence of the ongoing and, in some cases, intensifying process of “The Big Sort” and an increase of polarization level in US urban population.

Relation between Socio-economic Status and Motivation of Learners in Learning English as a Foreign Language

2016 ◽  
Vol 6 (4) ◽  
pp. 742 ◽  
Author(s):  
Ali Akbar Khansir ◽  
Naeimeh Jafarizadegan ◽  
Fatemeh Karampoor
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Economic Status ◽  
Strong Relationship ◽  
Socio Economic Status ◽  
Global Language ◽  
The One ◽  
Learning English

The purpose of this article is to discuss Relation between Socio-Economic Status and Motivation of Learners in Learning English as a Foreign Language, in Iran.  Motivation has played an important role in global language activity, and it has been as one of the real strategies used in foreign language setting in general and in English language as a foreign or second language in particular. We are, English language teacher have never neglected motivation and its relation with socio-economic status in teaching and learning English language in classrooms. In this work, investigators selected two hundred and thirty Iranian learners who studying in third grade high school in Boushehr city. In this article, both female and male students of ten high schools were participated in order to collect data. The one of instruments of this study is designed based on Garnder’s AMTB (1985). The AMTB questionnaire utilized in the study consists of the sections: Integrative component; Motivation component; Orientation component. Another instrument of this paper is designed based on Bourdieu’s (1986) in order to collect data from family socio-economic status of students. The finding of this paper indicated that most of the independent variables especially economical capital has appositive relation with motivation in EFL learning. In addition, the results of the study revealed noticeable evidence of the existence of a strong relationship between socio-economic status and motivation in language learning (English as a FL).

scholarly journals Is there a bilingual advantage? the effects of non-English language skills on occupational attainment among immigrants and natives

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Josep Ubalde ◽  
Josiah Heyman
Keyword(s):  
Labor Market ◽  
English Language ◽  
Language Skills ◽  
Economic Status ◽  
Occupational Attainment ◽  
Language Diversity ◽  
Language Fluency ◽  
Bilingual Advantage ◽  
Socio Economic Status ◽  
English Language Fluency

Abstract There is a considerable number of studies that analyze the benefits of language(s) in the labor market. It is a sensitive topic because of its relevance for language maintenance, and therefore, for the selective acculturation of immigrants in host societies. In this paper, the effect of non-English language fluency on the occupational attainment of immigrants and natives is analyzed, both in terms of occupational wages and socio-economic status. Results indicate that there is no advantage associated with non-English language fluency, either for natives or immigrants. Rather, a penalty for the specific case of Spanish fluency among immigrants was found. Three explanations from previous literature regarding the benefits of bilingualism in the labor market – human capital, devaluation and discrimination— are discussed in relation to the obtained results. The paper concludes with some recommendations about the recognition of language diversity in the labor market and policies aimed at the integrative acculturation of immigrants.

scholarly journals What ‘s wrong with the Asian and African Students’ mathematics learning achievement? The multilevel PISA 2015 data analysis for Indonesia, Japan, and Algeria

2017 ◽  
Vol 4 (2) ◽  
pp. 200 ◽  
Author(s):  
Kartianom Kartianom ◽  
Oscar Ndayizeye
Keyword(s):  
Sense Of Belonging ◽  
Family Background ◽  
Economic Status ◽  
Mathematics Learning ◽  
School Level ◽  
Math Learning ◽  
Learning Achievement ◽  
African Students ◽  
Affective Characteristics ◽  
Socio Economic Status

This research aims at knowing the factors, involving both students and school levels, related to the math learning achievement for students in Indonesia, Japan, and Algeria by using PISA 2015 data. The sample in this study consists of students from three countries that took part in PISA 2015. The three countries chosen are Indonesia, Japan, and Algeria, each respectively having as participants 5.800, 6.411, and 4.460. the findings showed that the sense of belonging of students towards mathematics, the socio-economic status of their families, and the average of school’s social-economic status can predict significantly the students’ math learning achievement for the Indonesia and Japan, while for the Algerian students the socio-economic status is statistically insignificant in predicting their math learning achievement. The outcome of this analysis support the idea that the school attended plays a big role as far as mathematics learning achievement is concerned. To conclude, it should be summed up that the affective characteristics (sense of belonging of students), family background (students’ socio-economic status), and the variable school-level (average socio-economic status of schools) can be among students as far as mathematics learning achievement is concerned.

Sign in / Sign up

Export Citation Format

Share Document