Cross-Cultural Educational Experiences and Challenges: Voices of Black African-Born Adolescent Immigrants in U.S. Schools

• In Event: Sheraton Roundtable Session 10
  In Roundtable Session: African and Afro-Caribbean Students' Experiences of Race, Ethnicity, and Education

Abstract

This study utilized cultural ecology theory to explore academic challenges and successes in the educational experiences of 50 African-born immigrant students and parents in three Metropolitan public urban high schools. Data included semi-structured interviews, . Findings revealed students’ struggles with pedagogical and curricular processes in the classroom because of cross-cultural pedagogical differences and challenges with academia, culture, language, and communication primarily due to stereotypical behaviors teachers’ and students’ Notwithstanding, the study pointed to students’ positive academic gains, resulting largely from parental factors. The authors conclude that a reframing of cultural ecology theory is needed and that more focused attention must be placed on the instructional needs of African-born immigrant students in the United States schools.

Authors

• Alex Kumi-Yeboah, University at Albany - SUNY

• Patriann Smith, Texas Tech University

• Aaron Osafo Acquah, University of Cape Coast