Department of Teaching, Learning, and Teacher Education
ORCID IDs
Lydiah Kananu Kiramba https://orcid.org/0000-0002-0231-4711
Document Type
Article
Date of this Version
2022
Citation
Published in Urban Education, 2022
DOI: 10.1177/00420859221140407
Abstract
African immigrant youth adaptation processes in US schools remain underresearched. Using qualitative case study, this article examines West African immigrant middle- and high-school youth adaptation experiences in US urban schools. Findings show that racialized experiences, English proficiency levels, and multilingualism affected social relationships (both supportive and conflicted) with families, communities, peers, and school contexts. These experiences crucially influenced African immigrant youths’ adaptation processes. Participants drew from community resources and developed resilience skills to negotiate acculturative stressors when seeking friendship, belonging, and an integrated sense of identity in their new home. Recommendations for further supporting positive adaptive strategies are discussed.
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Comments
Copyright © 2022 Kiramba, Traore, & Trainin. Published by SAGE Publications. Used by permission.