Culturally Responsive Pedagogy for African Immigrant Children in U.S. P-12 Schools

2017 ◽  
Vol 49 (1) ◽  
pp. 71-84 ◽  
Author(s):  
Michael Takafor Ndemanu ◽  
Sheri Jordan
Keyword(s):  
United States ◽  
Culturally Responsive ◽  
Immigrant Students ◽  
Developed Countries ◽  
The United States ◽  
Immigrant Children ◽  
Background Information ◽  
Responsive Teaching ◽  
African Immigrant ◽  
The Public

This article sheds light on the challenges African immigrant children face in navigating through a relatively different and unfamiliar system of education in the United States. It also provides pre-emigration background information to the systems of education prevalent in Africa as well as the culturally responsive teaching strategies that support and enhance learning for the African immigrant students. Teachers of African immigrant children around the world will find this article particularly resourceful because there is limited scholarship about this segment of the public school population in the United States and in other developed countries.

Gender, Education, and Immigrant Children in the United States

2020 ◽  
Author(s):  
Bic Ngo ◽  
Nimo Abdi ◽  
Diana Chandara
Keyword(s):  
United States ◽  
Asian American ◽  
Religious Identity ◽  
Mexican American ◽  
Immigrant Students ◽  
The United States ◽  
Immigrant Children ◽  
Female Students ◽  
Male Students ◽  
Racial Groups

Education research has long highlighted gender disparities in the academic achievement of women and men. At the dawn of the 20th century, men attained higher levels of education than women. By the 21st century, women from all racial groups achieved higher levels of education than men. Likewise, among the children of post-1965 “new immigrants,” female students have higher levels of educational attainment than male students. While gender has remained important as a domain of analysis for understanding disparities in education, analyses of the significance of gender in the education of immigrant children have focused primarily on differences in gender norms and expectations of immigrant groups from those of dominant culture in the United States. Such an emphasis disregards the social, cultural, and political dynamics of acculturation and adaptation where gender is shaped by the ethnic family, race and racialization, and religion, among other things. The “caring,” translational work that Mexican American girls do for parents, the racialized gender construction of Southeast Asian American male students as Other (not male), and the Islamophobia faced by Somali American female students wearing hijabs make salient family obligations, race, and religious identity, respectively, in the educational experiences and outcomes of female and male immigrant students. Considerations of gender in the education of immigrant children in the United States necessitate an intersectional analysis that puts gender in conversation with social factors and institutions.

scholarly journals Contraction and Expansion: The Divergence of Private Sector and Public Sector Unionism in the United States

1988 ◽  
Vol 2 (2) ◽  
pp. 63-88 ◽  
Author(s):  
Richard B Freeman
Keyword(s):  
United States ◽  
Public Sector ◽  
Private Sector ◽  
Developed Countries ◽  
The United States ◽  
Public And Private ◽  
The Public ◽  
Union Status ◽  
Contraction And Expansion ◽  
Public Sector Unionism

The institutional structure of the American labor market changed remarkably from the 1950s and 1960s to the 1980s. What explains the decline in union representation of private wage and salary workers? Why have unions expanded in the public sector while contracting in the private sector? Is the economy-wide fall in density a phenomenon common to developed capitalist economies, or is it unique to the United States? To what extent should economists alter their views about what unions do to the economy in light of the fact that they increasingly do it in the public sector? To answer these questions I examine a wide variety of evidence on the union status of public and private workers. I contrast trends in unionization in the United States with trends in other developed countries, particularly Canada, and use these contrasts and the divergence between unions in the public and private sectors of the United States to evaluate proposed explanations.

Parental Aspirations and Investments in the Educational Achievements of African Immigrant Students

2017 ◽  
Vol 13 (2) ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
Linda Tsevi ◽  
Richardson Addai-Mununkum
Keyword(s):  
United States ◽  
Academic Performance ◽  
Parental Support ◽  
Educational Level ◽  
Immigrant Students ◽  
The United States ◽  
Immigrant Parents ◽  
Family Structures ◽  
African Immigrant ◽  
Income Status

AbstractSituated in social capital theory, the purpose of this mixed-methods study was to investigate the relationship between African-born immigrant parents’ educational level, income status, family structures, and academic performance of their children in the United States (U.S.). To that end, 205 African-born immigrant parents from a metropolitan city in the U.S. were surveyed using the modified Longitudinal Immigrant Student Adaptation Questionnaire. The participants’ (N= 205) responses to the questionnaires were analyzed using Chi-square tests and the participants’ (n= 45) interview responses were analyzed using ATLAS.ti qualitative analysis software. Findings from the quantitative data showed relationships between parents’ income, educational level, family structures and academic performance of their children. Interview findings revealed that hard work and resilience to succeed, parental expectations and academic goals, parental support and investment in education, parental involvement, parent-teacher interactions, and parental educational experiences influenced parents to support their children’s education. The authors discuss the implications of these findings for teachers who are tasked to render better educational settings for African immigrant students to succeed in United States schools.

Designing an Inclusive Culturally Competent Classroom for Immigrant Deaf Students in the United States

2021 ◽  
pp. 180-197
Author(s):  
Millicent Malinda Musyoka ◽  
Sulaiman O. Adeoye
Keyword(s):  
United States ◽  
Immigrant Students ◽  
Deaf Education ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Background Information ◽  
Future Research ◽  
Culturally Competent ◽  
Deaf Students ◽  
Preparation Programs

The population of the United States (U.S.) is changing rapidly across such categories as race, language, culture, and socioeconomics. This growing diversity extends to people who are Deaf and Hard of Hearing (D/HH). The change indicates an increase in the number of immigrant students who are both hearing and D/HH. Today teachers are expected to serve a diverse population of D/HH students, thereby necessitating culturally competent classrooms. However, and in most cases, when educators consider a culturally competent classroom, one cultural group omitted among students, in general, is that of D/HH students and worst D/HH immigrant students. One reason for the neglect of immigrant D/HH students in U.S. classrooms is that most teachers have limited knowledge, skills and resources in designing inclusive culturally competent classrooms that support immigrant D/HH students. This apparent neglect necessitates this chapter. This chapter provides teachers with information and guidelines they will need to create culturally competent and inclusive classrooms with a particular focus on D/HH immigrant students. The chapter begins with brief background information about D/HH immigrant students and a conceptual framework that provides a lens to issues discussed in the chapter. Next, the chapter discusses the process of designing culturally competent classrooms for D/HH immigrant students. The chapter concludes with recommendations for future research and implications for practice not only for deaf education teachers but also for mainstream education teachers, deaf education teacher preparation programs, and researchers—among other professionals who interact and work with D/HH immigrant students.

Without a Paddle: Barriers to School Enrollment Procedures for Immigrant Students and Families

2019 ◽  
Vol 52 (9) ◽  
pp. 1283-1304
Author(s):  
Kerri Evans ◽  
Jaime Perez-Aponte ◽  
Ruth McRoy
Keyword(s):  
United States ◽  
Professional Education ◽  
Immigrant Students ◽  
Compulsory Education ◽  
The United States ◽  
School Enrollment ◽  
Immigrant Children ◽  
Education Policies ◽  
Human Right ◽  
Policy Practice

The growing immigrant population in the United States consists of school-aged children who are in need of educational opportunities available through the country’s existing educational system. Education, a basic human right, is mandated through compulsory education laws in the United States so that all children can learn, grow, and be prepared for the future. However, immigrant children and families face a challenge early on, with the enrollment process itself. Enrollment barriers include lack of proper documentation, medical clearance, absence of parents, and discrimination. This article includes a review of relevant policy, a discussion of the implications of enforcing standards on immigrant students, and provides recommendations for future educational policy, practice, and guidelines for immigrant children. There is a need to provide culturally and trauma-sensitive services to this population as they adapt to American schools academically, culturally, linguistically, and psychosocially. More professional education, policies, and research are needed to streamline enrollment processes.

Immigrant Students

2012 ◽  
pp. 51-72
Author(s):  
Lyn Morland ◽  
Dina Birman ◽  
Burna L. Dunn ◽  
Myrna Ann Adkins ◽  
Laura Gardner
Keyword(s):  
United States ◽  
Public Schools ◽  
Academic Success ◽  
Immigrant Students ◽  
The United States ◽  
Children Of Immigrants ◽  
Immigrant Children ◽  
Immigrant Population ◽  
Immigrant Parent

The United States is increasingly diverse and this is nowhere more evident than in our public schools. Children who arrive as immigrants, as well as those born here to at least one immigrant parent, currently make up nearly one-quarter of all children in the United States.2 By the year 2025, it is estimated that one-third or more of the students in our nation’s schools will be children of immigrants.3 After providing a brief overview of the immigrant population in the United States, this chapter will describe both the unique challenges as well as the strengths that many immigrant children bring to the classroom, and how teachers can help support their resilience and academic success.

Culturally Responsive Assessment in Music Education

2019 ◽  
pp. 736-754
Author(s):  
Ebru Tuncer-Boon
Keyword(s):  
United States ◽  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
The United States ◽  
Cross Cultural ◽  
Assessment Practices ◽  
Music Teaching ◽  
Responsive Teaching ◽  
American Children

This chapter is constructed on culturally responsive teaching and assessment practices that the author has been involved in during her music teaching experiences with Asian-American children at the Petit String Orchestra and Junior Youth Orchestra at the University of Florida, and African American children in the United States and their violin experiences at Lincoln Elementary. The chapter explores how culturally responsive music-teaching practices and assessments support each other. The chapter discusses and identifies how culturally responsive assessment practices, as implemented in string teaching practices and music classrooms in the United States, enhance learning and emphasize student and culture-driven learning and, more specifically, develops a framework of action for analyzing and understanding culturally responsive teaching and assessment processes. In providing the recent literature and research in cross-cultural psychology, music psychology and cognitive neuroscience, this chapter opens up new ways of understanding differences in human cognitive functions, cross-cultural varieties in musical perceptions, music teaching, learning, and educational achievement.

scholarly journals Mainstreaming English Language Learners: Does It Promote or Hinder Literacy Development?

2015 ◽  
Vol 9 (1) ◽  
pp. 33 ◽  
Author(s):  
Esther Some-Guiebre
Keyword(s):  
English Language Learners ◽  
Literacy Development ◽  
Classroom Practices ◽  
Immigrant Students ◽  
The United States ◽  
Immigrant Children ◽  
African Students ◽  
African Immigrant ◽  
French Speaking ◽  
The U.S

<p>This study examines the interaction between African immigrant students and their mainstream teachers. I am particularly interested in the influence of classroom practices on the literacy development of Francophone African immigrant children in the U.S. classroom. The student participants in this study (two French speaking African students) were all permanent residents in the United States. They were all born and schooled in their home countries and were fluent in French (the language of instruction in their home countries). Since their immigration to the U.S. with their parents, the children have been confronted to several linguistic, social, cultural, and economic challenges that slowed down their academic progress and achievement. This paper uses Krashen’s (2005) discussion on language acquisition to argue that specific classroom practices can hinder the literacy development of immigrant children. The data used for this discussion was collected through the observation of a 5<sup>th</sup> grade classroom, informal conversations with two French speaking African students and interviews with their mainstream teacher as well as their English as a Second Language (ESL) teachers.</p>

scholarly journals Identity Negotiation in Multilingual Contexts: A Narrative Inquiry into Experiences of an African Immigrant High School Student

2020 ◽  
Vol 122 (13) ◽  
pp. 1-24
Author(s):  
Lydiah Kiramba ◽  
James Oloo
Keyword(s):  
United States ◽  
High School ◽  
Narrative Inquiry ◽  
High School Student ◽  
Racial Inequality ◽  
Immigrant Students ◽  
Educational Achievement ◽  
The United States ◽  
School Systems ◽  
African Immigrant

Background/Context Inclusion of African immigrant youth voices in educational and research discourses remains rare despite the steady growth of this population in the United States over the past four decades. Consequently, the multilingual abilities of these youth remain typically unnoticed or ignored in the classroom, and little is specifically known about their histories, cultures, expectations, and achievements. Purpose Using the narrative inquiry approach and the Natural, Institutional, Discursive, Affinity, Learner, and Solidarity (NIDALS) theoretical lens, we explore the lived experiences of one African immigrant high school student in the midwestern United States. Research Design Using narrative inquiry, we qualitatively explored the lived cultural, racial, and ethnic identities and self-images experienced by a Ghanaian-born female high school student, Akosua (pseudonym), as she navigated and resisted identities ascribed to her in the midwestern U.S. Findings The student's narratives speak to issues of culture, identity, and self-image, as well as her literate life in multiple languages and literacy contexts in and out of school. The findings reveal narratives of ascribed identities, racialization, and perceived language hierarchies in the participant's daily life and indicate a need to challenge such narratives about African immigrant students and disrupt the reproduction of linguistic and racial inequality in the school system. Recommendations While school systems do follow state-sanctioned linguistic norms and ideologies, when educators draw on students’ experiences and funds of knowledge as resources already in the room in order to find ways of negotiating and disrupting language hierarchies and the ascribed identities they support, it allows all students, including multilinguals, to have their identity affirmed, even in school systems that have historically marginalized them. This, in turn, supports educational achievement, broadly realized, not only psychologically for all students but also economically and nationally for the country—a critical accomplishment in an era when educational quality in the U.S. is losing ground to foreign achievements.

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