Complicating Culturally Relevant Pedagogy:  Unpacking African Immigrants' Cultural Identities

Allen, Keisha McIntosh; Jackson, Iesha; Knight, Michelle

doi:10.18251/ijme.v14i2.506

Cited by 24 publications

(13 citation statements)

References 29 publications

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“…In relation to first generation Black/African American girls, research finds that they can often feel lost, frustrated, and isolated in the United States and in school for a variety of reasons (Allen, Jackson, & Knight, 2012;Okpalaoka, 2009;Rong & Brown, 2002;Rong, & Fitchett, 2008;Waters, 1999). Some of these reasons include teachers and peers who do not understand and appreciate first generation Black/African American cultural values, practices, and identities; being made fun of by nonimmigrant peers for the way they dress or wear their hair; a curriculum that does not speak to who they are or what they know; and a dominant, U.S. perspective that holds monolithic and negative views of Black/ African American communities, despite differences within and across U.S. born and foreign-born Black/African American populations (Allen et al, 2012;Okpalaoka, 2009;Olsen, 2008;Rong & Brown, 2001Rong & Fitchett, 2008;Waters, 1999). The cognitive, social, and emotional consequences of these experiences, both in and out of school, can influence how first generation Black/African American girls develop confidence and belief in their ability to be academically successful.…”

Section: Discussionmentioning

confidence: 99%

“…That is, it is also important to assess the variations in patterns of academic self-efficacy among different ethnicities and countries of origin. Many studies demonstrate that educational experiences vary significantly for Mexican, Haitian, Korean, Hmong, Filipino, Senegalese, and Ghanaian youths (Allen et al, 2012;Lee, 2005;Ngo, 2010;Portes & Rumbaut, 2001Suárez-Orozco & Suárez-Orozco, 2001;Teranishi, 2002;Waters, 1999). Shortcomings of this data also foreclose an examination of various educational policies such as Race to the Top and Common Core on the children of immigrants' patterns of academic selfefficacy.…”

Section: Discussionmentioning

confidence: 99%

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The Children of Immigrants’ Academic Self-Efficacy: The Significance of Gender, Race, Ethnicity, and Segmented Assimilation

Bondy

Peguero

Johnson

2016

Education and Urban Society

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Academic self-efficacy reflects an adolescent's level of confidence or belief that she or he can successfully accomplish educational assignments and tasks, which are also argued to be a fundamental factor in educational progress and success. Little is known, however, about the academic self-efficacy that the children of immigrants have, which is particularly relevant today in the midst of the current social, political, and economic debate over the influence of immigration in U.S. public schools. Segmented assimilation theory guides this study's understanding of the children of immigrants' academic self-efficacy. Analyses, which draw from the Educational Longitudinal Study of 2002 and multilevel analyses, indeed reveal imperative findings. Most notably, the association between academic selfefficacy and assimilation is moderated by gender, race, and ethnicity. This article also discusses the importance of understanding the schooling of the children of immigrants in the educational system.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Children of Immigrants’ Academic Self-Efficacy: The Significance of Gender, Race, Ethnicity, and Segmented Assimilation

Bondy

Peguero

Johnson

2016

Education and Urban Society

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“…She found that cultural identity has both positive and negative implications for West African immigrant youth’s educational experiences, and teachers must understand the hybrid identities of these immigrant youth. Other studies (Allen, Jackson, & Knight, 2012; Okpalaoka & Dillard, 2012) found that cultural factors had a meaningful impact on Black immigrants’ educational experiences and made recommendations that teachers who are tasked to teach these immigrant students receive professional development training and cultural knowledge about African immigrant youth. Other studies (Cone, Buxton, Lee, & Mahotiere, 2014; Fries-Britt, George Mwangi, & Peralta, 2014) found that factors such as socioeconomic status (SES), gender, racial/ethnic composition of language, generation status, school, and family largely influence the racial/ethnic identifications of Black immigrants.…”

Section: Related Literaturementioning

confidence: 99%

“…It promoted their academic achievement and social interaction. For many of the participants, club membership at school is a known factor that contributed to their civic awareness and knowledge (Allen et al, 2012). It appears that membership of social clubs in school provided opportunities for participants to share their life experiences and learn ways to adjust and adapt to new urban school environments.…”

Section: Challenges That Affect Immigrant Youth From West Africa In Tmentioning

confidence: 99%

Exploring Factors That Facilitate Acculturation Strategies and Academic Success of West African Immigrant Youth in Urban Schools

Kumi–Yeboah

Brobbey

Smith

2019

Education and Urban Society

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Immigrant students in U.S. educational system experience challenges learning to adapt and integrate into new educational environments. Little is known, however, about factors that facilitate acculturation strategies of immigrant youth from West Africa and how they affect their academic success and challenges faced. Considering the current political discourse over the influence of immigration in U.S. schools, 20 immigrant youth from Ghana and Nigeria were recruited and interviewed in the metropolitan area of New York City. Analyses of semi-structured interviews revealed that teacher, parent, and peer support; social and electronic media; and extracurricular activities emerged as the factors that helped acculturation strategies and academic success. Challenging factors were dealing with sociocultural differences; discrimination, stress, and social integration; and language differences. The article discusses the implications of these findings for teachers to understand acculturation strategies to help West African immigrant youth to adapt, acculturate, and integrate into new school environments.

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“…Using equity pedagogies. There is considerable evidence that using equity pedagogies can support minoritized students' learning outcomes (i.e., development of conceptual knowledge, achievement, and identity development) across all content areas (Allen-Handy et al, 2020;Boaler & Sengupta-Irving, 2016;Allen et al, 2012;Tsurusaki et al, 2013). Much of this research has been conducted in English language arts (ELA; e.g., Duncan-Andrade, 2007), social studies (e.g., Stovall, 2006), early childhood education (e.g., Souto-Manning & Martell, 2017), or bilingual education (e.g., Irizarry & Antrop-González, 2007).…”

Section: Equity Pedagogies In Stem and Cs Education: If Not Now When?mentioning

confidence: 99%

Engaging Equity Pedagogies in Computer Science Learning Environments

Madkins

Howard

Freed

2020

Journal of Computer Science Integration

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In this position paper, we advocate for the use of equity-focused teaching and learning as an essential practice within computer science classrooms. We provide an overview of the theoretical underpinnings of various equity pedagogies (Banks & Banks, 1995), such as culturally relevant pedagogy (Ladson-Billings, 1995, 2006) and share how they have been utilized in CS classrooms. First, we provide a brief history of CS education and issues of equity within public schools in the United States. In sharing our definition of equity, along with our rationale for how and why these strategies can be taken up in computer science (CS) learning environments, we demonstrate how researchers and educators can shift the focus from access and achievement to social justice. After explaining the differences between the relevant theoretical frameworks, we provide practical examples from research of how both practitioners and researchers might use and/or examine equity-focused teaching practices. Resources for further learning are also included.

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Complicating Culturally Relevant Pedagogy: Unpacking African Immigrants' Cultural Identities

Cited by 24 publications

References 29 publications

The Children of Immigrants’ Academic Self-Efficacy: The Significance of Gender, Race, Ethnicity, and Segmented Assimilation

The Children of Immigrants’ Academic Self-Efficacy: The Significance of Gender, Race, Ethnicity, and Segmented Assimilation

Exploring Factors That Facilitate Acculturation Strategies and Academic Success of West African Immigrant Youth in Urban Schools

Engaging Equity Pedagogies in Computer Science Learning Environments

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