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

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Perspectives on Global Immigrant/Migrant Education (Table 4)

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.

Authors

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

• Patriann Smith, University of South Florida
  Presenting Author