Socio-cultural invisibility and belonging: Latin American migrants in the north of England

Giralt, Rosa Mas

doi:10.1016/j.emospa.2015.03.002

Cited by 20 publications

(10 citation statements)

References 26 publications

(21 reference statements)

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“…Racism and discrimination persist given negative perceptions and stereotypes arising from the new cultural identity that these immigrants are ascribed as Black persons, which is often equated to being African American in U.S. society. Even as they settle into their new home, cultural invisibility remains present as Black immigrants become subsumed into the larger Black population of which they are a part (Deaux et al, 2007; Mas Giralt, 2015; Rong & Brown, 2001). In response, many Black immigrants rely on and portray an immigrant identity in which work ethic and academic success are paramount and which, for some, creates a buffer against what can be a hostile environment even as they anticipate societal or white approval (Portes & Rumbaut, 2014; Rong & Fitchett, 2008).…”

Section: Language Literacies and Black Immigrantsmentioning

confidence: 99%

Characterizing Competing Tensions in Black Immigrant Literacies: Beyond Partial Representations of Success

Smith

Lee

Chang

2020

Reading Research Quarterly

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In this study, we problematize the notion that Black immigrant youth be designated as high achieving or new model minority when comparing their literate success with that of their Black American peers. We draw from ideological and autonomous views regarding literacies while recognizing notions such as languaging informed by personhood, monoglossic norms, heteroglossic perspectives, and raciolinguistic ideologies, which come to bear on the literacies of Black immigrant youth. Using these lenses, we examined Black immigrant literacy from both qualitative and quantitative paradigms. Quantitative findings revealed that native English‐speaking Black immigrant youth had significantly higher scores on reading literacy than native English‐speaking Black American youth on the Programme for International Student Assessment. Among all Black students in 2009, native English speakers outperformed non‐native English speakers. However, superior reading literacy performance among native English speakers was not as obvious in 2015 as was observed in 2009. In 2015, non‐native English speakers outperformed native English speakers among Black immigrants, whereas native English speakers had higher scores than non‐native English speakers on reading literacy among Black Americans. Qualitative findings showed that (a) literate success in one Black immigrant youth’s (D’Arcy) literacy practices was influenced by multilingualism as both an asset and a deficit; (b) dialectal difference was perceived as language interference and as binary (i.e., legitimate vs. nonlegitimate); (c) there was persistent unacceptability of D’Arcy’s language, accent, and certain literacies across home and school; (d) expectations about D’Arcy’s racial literate identity remained steeped in assumptions regarding racialized language and raciolinguistic ideology; and (e) teacher interventions revealed tensions across (racio)linguistic ideologies. Implications for theory, research, policy, and practice are provided.

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Section: Language Literacies and Black Immigrantsmentioning

confidence: 99%

Characterizing Competing Tensions in Black Immigrant Literacies: Beyond Partial Representations of Success

Smith

Lee

Chang

2020

Reading Research Quarterly

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“…This subtle form of discrimination against their ways of using Englishes despite the power and privilege typically associated with standardized English—“linguicism”—often takes the form of microaggression as it did with Pierre Orelus (2012), occurring verbally, nonverbally, behaviorally, and environmentally, resulting in negative experiences for these faculty in academia in ways that affect their physical and psychological well-being. Such responses stem from perceptions and stereotypes of the dominant culture about foreign-born Blacks, from the new cultural identity imposed on them as “Black persons” and “African Americans” in the American society, and from cultural invisibility, where they appear not to be seen, all of which create a sense of confusion as they migrate and settle in their new home (Louis et al, 2017; Mas Giralt, 2015; Rong & Brown, 2001; Ukpokodu & Ojiambo, 2017).…”

Section: Black Immigrants Faculty and Language Discriminationmentioning

confidence: 99%

“How Does a Black Person Speak English?” Beyond American Language Norms

Smith¹

2019

American Educational Research Journal

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This study draws from World Englishes and a raciolinguistic perspective to examine how seven Black educators used standardized Englishes after their migration to the United States. Findings reflected sources of English (il)legitimacy to which educators were subjected based on negative reactions to their accents, race, communication, and vocabulary. In turn, cultural incongruence and confusion led educators to (re)claim their English legitimacy and to leverage pedagogical approaches regarding tone, expectation, delivery, and linguistic content and context. Through metalinguistic, metaracial, and metacultural understanding, educators reflected ‘a transraciolinguistic approach,’ (re)establishing legitimacy of their standardized Englishes as Black speakers in the U.S. academy. Implications for addressing challenges to the legitimacy of certain standardized Englishes used by racialized speakers in the academy are discussed.

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“…The need for more temporal analysis is partly addressed in the body of work on emotional geographies of migrant belonging (e.g. Boccagni & Baldassar, 2015;Christou, 2011;Mas Giralt, 2015;Svašek, 2010). While inexplicit, time underlies this scholarship as it forefronts emotional processes leading to the development of 'sentiments of belonging' (Mas Gilat 2015: 3) in the 'host' society and how they are negotiated over time.…”

Section: Time In Migration Researchmentioning

confidence: 99%

Revisiting geographies of temporalities: The significance of time in migrant responses to Brexit

Gawlewicz

Sotkasiira

2019

Population Space and Place

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In this article, we look at the role of time and temporalities in migrant responses to the result of the 2016 EU referendum in the UK, i.e. Brexit. While some attention has been paid to affective 'first reactions' to Brexit, less is known about how it is negotiated in a longer perspective. Here, we recognise that responses to Brexit are dynamic and prone to change. Therefore, it is crucial to explore practical rationalising alongside emotional reactions as two different, but equally relevant, responses. Using the example of Finnish and Polish migrants to Scotland, we show that time is central to making sense of Brexit and is used to negotiate uncertainty about legal status and the right to remain. In doing so, we revisit a wider gap in geography scholarship, which continues to underappreciate the temporal dimension in migration research.

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Socio-cultural invisibility and belonging: Latin American migrants in the north of England

Abstract: , it is possible to develop nuanced insights into the diversity of ways in which migrants experience processes of incorporation and combine bonds to sending and receiving societies.

Cited by 20 publications

References 26 publications

Characterizing Competing Tensions in Black Immigrant Literacies: Beyond Partial Representations of Success

Characterizing Competing Tensions in Black Immigrant Literacies: Beyond Partial Representations of Success

“How Does a Black Person Speak English?” Beyond American Language Norms

Revisiting geographies of temporalities: The significance of time in migrant responses to Brexit

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