Perspectives of West African–Born Immigrant Students' Sociocultural and Academic Experiences in U.S. Public Schools

• In Event: The Climate of Multicultural Education: Investigating Policy and Praxis

Abstract

African-born immigrant students represent one of the fastest growing subgroups in the
United States school system. However, understanding their social and schooling
experiences is an under-examined area of educational research. Due to their racial and
ethnic backgrounds, they are seen as African Americans in the United States mainstream
culture and remain ethnically invisible in the U.S. educational system. Drawing on
culturally responsive pedagogy/teaching developed by Gay (2010) model, we analyzed
interview data of 50 West African immigrant students. The following themes emerged:
(a) cross-cultural dealings with home and school environments (b) struggles with
pedagogical and curricular process in classrooms; (c) issues with cultural differences; (d)
challenges with socio-linguistics and communication; and (e) overcoming educational
and social challenges to achieve academic success.

Authors

• Alex Kumi-Yeboah, University at Albany - SUNY

• Patriann Smith, University of South Florida

• Samuel Amponsah, University of Ghana

• Lydiah Kananu Kiramba, University of Nebraska - Lincoln