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Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
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Oral History Interview with Nabintou Doumbia on December 20, 2020
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In: Dream Storytelling Interviews (2020)
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EXPLORING EXPERIENCES, PERSPECTIVES, AND IDENTITY (RE) FORMATION PROCESSES OF AFRICAN HIGH SCHOOL STUDENTS IN U.S. PUBLIC SCHOOLS
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In: Doctoral Dissertations (2018)
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Abstract:
This dissertation examines the experiences of African high school students in U.S. public schools. Specifically, the study explores how African students negotiate their identities in a new education environment. Drawing on Asante’s (1980) Afrocentric theoretical framework, Erikson’s (1968) theory of identity and Tajfel and Turner’s (1979) social identity theories, this interview-based qualitative study seeks to describe and interpret how African high school students make sense of their new schooling experiences. One of my major goals of the study is to honor, recognize and bring to life the voices of African high school students. Their experiences are often minimized, their voices drowned and their perspectives and viewpoints marginalized. Six African students were interviewed for this study. The interpretative phenomenological data analysis (IPA) approach was used to analyze the data. Two major themes were identified: Navigating the U.S. Education System and Navigating Identity. Navigating the U.S. Education System included Navigating Placement – U.S. Placement Policies, Navigating Teachers - the Role of Teachers in Student Adjustment, Navigating Peers - Peer Socialization and Navigating the Curriculum “Whose Knowledge Counts?” The second theme Navigating Identity included Construction of Ethnic Pride, Sustenance of Native Language and Return Migration. The study demonstrates the need for an in-depth understanding of African students’ historical, socio-cultural and educational backgrounds. Recommendations on pedagogical practices that will empower teachers working with students of African descent are also provided.
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Keyword:
African High School Students; African Immigrant Students; African Transnational Experiences; Afrocentric Theoretical Framework; and Multicultural Education; Bilingual; Construction of Ethnic Identity; Culturally Diverse Learners; Culturally Responsive Teaching; Curriculum and Instruction; Identity Construction of African High School Students; Intermediate; International and Comparative Education; Junior High; Language and Literacy Education; Middle School Education and Teaching; Multilingual; Other Teacher Education and Professional Development; Secondary Education; Teacher Education and Professional Development
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URL: https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=2274&context=dissertations_2
https://scholarworks.umass.edu/dissertations_2/1283
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Experiences of successful gifted and talented immigrant students in an International Baccalaureate Programme
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A Comparison of an International Student and an Immigrant Student: Experiences with Second Language Writing
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In: Faculty Publications (2004)
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