Educational Experiences of African-Born Immigrant Students in U.S. K–12 Schools

• In Event: 46.086 - Roundtable Session 16
  In Roundtable Session: 46.086-30 - Access, Equity, and Inclusion: Interrupting Normalized Discourses of Exclusion

Abstract

The study presents findings from descriptive information and a qualitative, case study of in-depth, semi-structured interviews with 27 African-born immigrant students United States K- 12 schools from Florida, Georgia, Maryland, New York, North and South Carolina, Texas, and Virginia states. Data collection consisted of primarily of interviews and observations. To support these methods, we utilized field notes and reflection journals to triangulate the data. Results indicates that African-born immigrant students face challenges such as struggle with pedagogy and curriculum (Curriculum shock), academic and social influence on academic achievement, learning new language and culture, use of technology, and the stereotype of being an African (from African continent).

Authors

• Alex Kumi-Yeboah, University at Albany - SUNY

• Patriann Smith, Texas Tech University

• Herbert Blankson