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

• In Event: Moscone Center North Roundtable Session 5
  In Roundtable Session: Educational Trajectories of Immigrant and Second-Generation Students

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. 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; and (e) overcoming educational and social challenges to achieve academic success.

Authors

• Omiunota N. Ukpokodu, University of Missouri - Kansas City

• Alex Kumi-Yeboah, University at Albany - SUNY