Academic Performance of Immigrants of African Heritage in STEM: A Look at Two World Continents [Konferenzbericht] Paper presented at the Untested Ideas Research Center International Conference (2nd, Rhodes, Greece).

Autor/in	Pinder, Patrice Juliet
Titel	Academic Performance of Immigrants of African Heritage in STEM: A Look at Two World Continents [Konferenzbericht] Paper presented at the Untested Ideas Research Center International Conference (2nd, Rhodes, Greece).
Quelle	(2014), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; Immigrants; Academic Achievement; Blacks; African Culture; Cultural Background; Comparative Analysis; Latin Americans; Underachievement; Foreign Countries; Cross Cultural Studies; Theories; High Achievement; Higher Education; Secondary Education; Exit Examinations; United States; United Kingdom; Canada + Suchen Sie Ihr Suchwort? STEM; Immigrant; Immigrantin; Immigranten; Schulleistung; Black person; Schwarzer; Africa; Culture; Afrika; Kultur; Latin America; People; Lateinamerika; Bevölkerung; Volk; Performance deficiency; Leistungsschwäche; Ausland; Cultural comparison; Kulturvergleich; Theory; Theorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sekundarbereich; Final examination; Abschlussprüfung; USA; Großbritannien; Kanada
Abstract	Ogbu and Simon's (1998) and Ogbu's (2003) cultural-ecological theoretical framework postulates that voluntary immigrants, those who chose to migrate to a new land, would perform well academically because of their perceived beliefs that they could get a good education and could succeed more in their "new" land of opportunity than in their "native" country. However, does the aforementioned notion hold true for both African and Afro-Caribbean immigrants to North America (USA & Canada) and Europe (U.K.)? The present study addresses a gap identified by Pinder (2010); in which, she called for more studies to explore and document differences in African heritage students' performances in North America and Europe. Thus, this study examines and compares the academic performance of African and Afro-Caribbean immigrant students in STEM in North America and Europe. Findings do suggest that African students consistently do well academically in North American countries and in the U.K. (Europe), and these findings align with Ogbu's cultural-ecological assumptions about voluntary immigrants' performance in a "new" land of opportunity. On the other hand, although data findings suggest Afro-Caribbean students are performing well academically in North American countries, data findings also suggest that they are underperforming in comparison to their peers in the U.K., this finding conflicts with Ogbu and Simon's cultural-ecological assumption. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01