ABSTRACT

Discourses of African immigrant children are rare in educational research. As such, African immigrant educational experiences are often obscured (in part, owing to the model minority myth about Africans based on higher education degrees received by African immigrants), as well as the actual experiences and realities for African immigrant K-12 students. This qualitative study examines cross-cultural educational experiences of 30 Black African immigrant youth in U.S. schools. The findings reveal multiple participants’ struggles with cultural and linguistic differences, stereotypes and marginalization in the school environment, low expectations from teachers, and adjusting to new schooling practices. The African youths’ voices exhibited development of resilience and navigation skills. Drawing on Alim and Paris’ culturally sustaining model, we propose recommendations and pedagogical implications for preparing globally competent teachers and teacher educators enabled and empowered to teach all 21st-century citizens, including African immigrants.

摘要

非洲移民儿童的话语在教育研究中并不多见。因此，非洲移民的教育经历常常被掩盖（部分原因是基于非洲移民获得的高等教育学位的关于非洲人的模范少数民族神话），以及非洲移民 K-12 学生的实际经历和现实。这项定性研究调查了 30 名非洲黑人移民青年在美国学校的跨文化教育经历。调查结果揭示了多个参与者在文化和语言差异、学校环境中的刻板印象和边缘化、教师的低期望以及适应新的学校教育实践方面的挣扎。非洲青年的声音展示了韧性和导航技能的发展。借鉴 Alim 和巴黎的文化延续模式，