Exploring Factors That Promote the Academic Achievements and Challenges of West African–Born Immigrant Youth in U.S. Schools

• In Event: A Whole New World: Experiences of Being International at School

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 by Gay (2010) model, we analyzed 50 West African immigrant students. Based on our analysis, 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 (e) overcoming educational and social challenges to achieve academic success.

Author

• Alex Kumi-Yeboah, University at Albany - SUNY
  Presenting Author