Masking Identity Markers: Ethiopian immigrant youth and white schooling norms

• In Event: AERA Roundtable Session Thursday 4:15 pm
  In Roundtable Session: Intersectional Identity Narration, Negotiation, and Masking in School and Community-Based Organizations

Abstract

This paper analyzes how the schooling experiences of academically successful Ethiopian immigrant youth influenced them to make various identity adaptations. Drawing from Fanon’s theory of identity alteration, we argue that despite academic success, these youth modified aspects of their identity due to the white schooling norms. Based on a ten-month qualitative case study, we introduce the concept of masking identity markers to describe how participants suppressed or altered ethnic, linguistic, religious, and cultural traits in response to dominant White norms. These findings provide a glimpse into the ways White supremacy complicates identity processes for minoritized students. We conclude by offering insights to help educators and researchers advance humanizing practices.

Authors

• Eskender A Yousuf, Carnegie Mellon University - Qatar

• Awad Ibrahim, University of Ottawa