Cross-Cultural Educational Experiences and Academic Achievement of Ghanaian Immigrant Youth in Urban Public Schools

Autor/inn/en	Kumi-Yeboah, Alex; Smith, Patriann
Titel	Cross-Cultural Educational Experiences and Academic Achievement of Ghanaian Immigrant Youth in Urban Public Schools
Quelle	In: Education and Urban Society, 49 (2017) 4, S.434-455 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124516643764
Schlagwörter	Foreign Countries; Academic Achievement; Blacks; Immigration; Interviews; Resilience (Psychology); Immigrants; Student Attitudes; Acculturation; Stranger Reactions; Stress Variables; Cultural Differences; Educational Experience; Student Adjustment; Parent Child Relationship; Teacher Student Relationship; Racial Bias; Social Bias; Urban Schools; Multicultural Education; Public Schools; High School Students; Ghana; Florida + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Black person; Schwarzer; Interviewing; Interviewtechnik; Immigrant; Immigrantin; Immigranten; Schülerverhalten; Akkulturation; Fremdenprüfung; Kultureller Unterschied; Bildungserfahrung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Racial discrimination; Rassismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Multikulturelle Erziehung; Public school; Öffentliche Schule; High school; High schools; Oberschule
Abstract	The past two decades have witnessed a rapid increase of immigrant population in U.S. schools. Little is known, however, about factors that promote cross-cultural experiences, academic achievement, and/or challenges of Black African immigrant youth, which is particularly significant today in the midst of the current social and political discourse over the influence of immigration in U.S. schools. Sixty Ghanaian-born immigrant students were recruited and interviewed. Analyses, which draw from in-depth interviews and observations, revealed that resilience to succeed, teacher and parent support, positive school environment, past histories including educational experiences, and challenging factors of racism, classism, xenophobia, acculturative stress, changes in curriculum, language, and cultural discrimination emerged as the major factors that largely influenced academic achievement of these learners. This article discusses the implications of these findings for educators who are tasked to render better educational settings for Black African immigrant students to succeed in U.S. schools. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01