Contextual Negotiations of Immigrant Youth in U.S. Urban Schools

• In Event: The Power of Culturally Responsive Education in a Global Context

Abstract

African immigrant youth adaptation processes in US schools remain under-researched. Using a qualitative case study, this article examines West African immigrant middle- and high-school youth adaptation experiences in US urban schools. Findings show that racialized experiences, English proficiency levels, and multilingualism affected social relationships (both supportive and conflicted) with families, communities, peers, and school contexts. These experiences crucially influenced African immigrant youths’ adaptation processes. Participants drew from community resources and developed resilience skills to negotiate acculturative stressors when seeking friendship, belonging, and an integrated sense of identity in their new home. Recommendations for further supporting positive adaptive strategies are discussed.

Authors

• Lydiah Kananu Kiramba, University of Nebraska - Lincoln

• Guy Trainin, University of Nebraska - Lincoln