Navigating multiple worlds of Ghanaina-born immigrant adolescent girls in US urban schools |
| |
| Institution: | 1. Department of Teaching, Learning and Teacher Education, College of Education and Human Sciences, University of Nebraska-Lincoln, 118 Henzlik Hall, P.O. Box 880355, Lincoln, NE 68588-0355, United States;2. Department of Psychology, The College of New Jersey, 2000 2000 Pennington Rd, Ewing Township, NJ 08618, United States;3. School of Education, Department of Educational Theory and Practice, ED 114, University at Albany – State University of New York-Albany, New York, 1400 Washington Avenue, Albany NY 12222, United States;4. Ghana Institute of Management and Public Administration (GIMPA), School of Business, Ghana;1. Laboratoire CERPP-OCTOGONE, UFR de psychologie, université de Toulouse, 5, allées Antonio-Machado, 31058 Toulouse cedex 9, France;2. UER développement de l’enfant à l’adulte, HEP Lausanne, avenue de Cour 33, 1007 Lausanne, Suisse;1. Northeast Normal University, 5268, Renmin Street, Changchun, China;2. Changchun University of Science and Technology, 7186, Weixing Road, Changchun, China;1. School of Psychology, Central China Normal University, PR China;2. School of Education, Kashi University, PR China;3. Institute of Psychology, Chinese Academy of Sciences, PR China;4. School of Human Sciences, University of Greenwich, United Kingdom;5. Faculty of Medicine, University of Modena and Reggio Emilia, Italy |
| |
| Abstract: | African immigrant populations are among the fastest growing immigrant populations in the United States, yet they are understudied and are invisible immigrant group in the educational literature, particularly, in the context of educational discourses in the United States urban schools. Drawing on Phelan et al.’s multiple worlds model, we analyzed individual and focus group interviews of forty students, thirty-six parents, and twelve teachers from two schools. Findings showed that Ghanaian-born immigrant students undergo several complex transitional paradigms combining two worlds (school and home) of Ghanaian culture, past educational experiences, family values, and adapting to new school environments to achieve success in American educational systems. In addition, they faced racial and ethnic discrimination and stereotypes from peers, which negatively impacted their academic progress and social adjustments in school. The authors recommend that teachers should establish new ways of understanding the multiple worlds of African-born adolescent immigrant girls by accounting for their culturally diverse ways of navigating their worlds of school, peers, and families to achieve academic success in US schools. |
| |
| Keywords: | African immigrant Adolescent girls Multiple worlds Multilingualism Ghana |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
