Perspectives of Teachers of High Performing Immigrant Youth in a German Secondary School

Autor/in	Hill, K. Dara
Titel	Perspectives of Teachers of High Performing Immigrant Youth in a German Secondary School
Quelle	In: European Journal of Educational Research, 9 (2020) 3, S.1151-1165 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Immigrants; Cultural Awareness; High Achievement; High School Students; Foreign Countries; Acculturation; Institutional Characteristics; Diversity; Equal Education; Access to Education; Higher Education; Teacher Attitudes; Social Integration; Ethnography; Teacher Student Relationship; High School Teachers; Culturally Relevant Education; Educational Opportunities; Germany + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Cultural identity; Kulturelle Identität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Akkulturation; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Soziale Integration; Ethnografie; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Bildungsangebot; Bildungschance; Deutschland
Abstract	This study examined the perspectives of teachers of immigrant youth in a high performing school, Gymnasium Baden (a pseudonym), in the southern region of Germany. Academic success in the region has been traditionally designated for ethnic Germans and non-natives who suppress their culture and assimilate into normative German culture. The consequences of failed intercultural education in Europe have prompted increased demands to consider diversity in teacher training and to provide more equitable opportunities for immigrants. In a broader context of limited access and opportunity to higher education among immigrants, this study documented the voices of teachers of high performing immigrant youth. The perspectives of culturally responsive teachers were documented through interviews, within a broader conservative region that has experienced dilemmas of integrating immigrants into school and society. An examination of interview transcripts and ethnographic field notes of student interactions revealed teachers who were overwhelmingly supportive and responsive to immigrant youth. (As Provided).
Anmerkungen	Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@eu-jer.com; Web site: http://www.eu-jer.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01