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.

Applying Data Triangulation to Explain Parenting Experiences in the African Diaspora

2020 ◽  
pp. 103-130
Author(s):  
Dorothy O. Rombo ◽  
Anne Namatsi Lutomia ◽  
Inviolata L. Sore
Keyword(s):  
United States ◽  
African Diaspora ◽  
Minority Groups ◽  
The United States ◽  
Immigrant Parents ◽  
Group Discussions ◽  
African Immigrant ◽  
Analysis Methodology ◽  
Children And Parents ◽  
Different Sources

This study investigated African diaspora parenting in the United States. Three different sources of data were analyzed: parents' focus group discussions, interviews from children and parents, and YouTube videos made by African immigrant children living in the United States. This study applied the thematic analysis methodology, and the results validate other studies that found that parenting is influenced by culture. The results also show that African immigrant parents in the United States use abstract yet multifaceted approaches to parenting, while their children acculturate faster but are also aware of their African cultural heritage. Overall, this chapter underscores the importance of triangulation in studying ethnic minority groups, not only in the way that it precludes lumping their stories together, but also how this method reduces bias and increases the relevance of data.

scholarly journals Immigrants in Appalachia: Educational Implications for Meeting the Needs of All Children

2010 ◽  
Vol 12 (1) ◽  
Author(s):  
Joy R Cowdery
Keyword(s):  
United States ◽  
Qualitative Study ◽  
Immigrant Students ◽  
The United States ◽  
Immigrant Parents ◽  
Cultural Environment ◽  
Educational Implications ◽  
Barriers And Opportunities ◽  
Growing Population

As rural Appalachian schools in Ohio in the United States struggle to overcome institutional bias and lack of understanding to accommodate the needs of the growing population of immigrant students from diverse countries, immigrant parents struggle to fit into a new cultural environment and to secure the best education for their children. This qualitative study of 29 southern Ohio counties examines the barriers and opportunities that each faces.

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.

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.

scholarly journals Longer Residence in the United States is Associated With More Physical Function Limitations in African Immigrant Older Adults

2020 ◽  
pp. 073346482097760
Author(s):  
Manka Nkimbeng ◽  
Yvonne Commodore-Mensah ◽  
Jacqueline L. Angel ◽  
Karen Bandeen-Roche ◽  
Roland J. Thorpe ◽  
...  
Keyword(s):  
United States ◽  
Older Adults ◽  
Confidence Interval ◽  
Physical Function ◽  
Racial Discrimination ◽  
African Immigrants ◽  
The United States ◽  
African Immigrant ◽  
High Discrimination ◽  
The Mean

Acculturation and racial discrimination have been independently associated with physical function limitations in immigrant and United States (U.S.)-born populations. This study examined the relationships among acculturation, racial discrimination, and physical function limitations in N = 165 African immigrant older adults using multiple linear regression. The mean age was 62 years ( SD = 8 years), and 61% were female. Older adults who resided in the United States for 10 years or more had more physical function limitations compared with those who resided here for less than 10 years ( b = −2.62, 95% confidence interval [CI] = [–5.01, –0.23]). Compared to lower discrimination, those with high discrimination had more physical function limitations ( b = −2.51, 95% CI = [–4.91, –0.17]), but this was no longer significant after controlling for length of residence and acculturation strategy. Residing in the United States for more than 10 years is associated with poorer physical function. Longitudinal studies with large, diverse samples of African immigrants are needed to confirm these associations.

New Structure, Traditional Essence: Patterns of Helping Non-Coresident Parents by Own and Sibling(s)’ Gender in China

2021 ◽  
pp. 016402752110188
Author(s):  
Yifei Hou ◽  
Marissa Rurka ◽  
Siyun Peng
Keyword(s):  
United States ◽  
Longitudinal Study ◽  
Family Structure ◽  
Adult Children ◽  
Parental Support ◽  
The United States ◽  
Sibship Size ◽  
Older Parents ◽  
Traditional Family ◽  
The Family

As Chinese households are becoming smaller with increasing numbers of adult children and older parents living apart, the extent to which patterns of parental support reflect traditional gender dynamics is under debate. Integrating theories of sibling compensation with ceremonial giving, we tested whether helping non-coresident parents in China is affected by sibship size and how these patterns depend on own and sibling(s)’ gender using a sample of 4,359 non-coresident parent-child dyads nesting within 3,285 focal adult children from China Health and Retirement Longitudinal Study 2013. Opposite to patterns in the United States and Europe, we found substitutions of daughters with sons—having more brothers was associated with daughters’ reduced probabilities and hours of helping. Sons’ patterns of helping were independent of number of brothers and sisters in the family, consistent with the theory of ceremonial giving. These findings reflect the dominance of traditional family dynamics despite changes in family structure.

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