Race, Class, Gender, and Immigrant Identities in Education

Perspectives from First and Second Generation Ethiopian Students
1. Auflage 2021
ISBN: 978-3-030-75551-5
Verlag: Springer International Publishing

Buch, Englisch, 228 Seiten, Format (B × H): 153 mm x 216 mm, Gewicht: 428 g

Reihe: Palgrave Studies in Race, Inequality and Social Justice in Education

This volume addresses the underlying intersections of race, class, and gender on immigrant girls’ experiences living in the US. It examines the impact of acculturation and assimilation on Ethiopian girls’ academic achievement, self-identity, and perception of beauty. The authors employ Critical Race Theory, Critical Race Feminism, and Afrocentricity to situate the study and unpack the narratives shared by these newcomers as they navigate social contexts rife with racism, xenophobia, and other forms of oppression. Lastly, the authors examine the implications of Ethiopian immigrant identities and experiences within multicultural education, policy development, and society.

Zielgruppe

Research

Autoren/Hrsg.

Wynn, Adrienne

Teasdell, Annette

Wiggan, Greg

Watson-Vandiver, Marcia J.

Fachgebiete

• Sozialwissenschaften Politikwissenschaft Regierungspolitik Sozialpolitik
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Gruppen/Soziale Themen Gender Studies, Geschlechtersoziologie
• Rechtswissenschaften Strafrecht Kriminologie, Strafverfolgung
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie

Inhaltsverzeichnis

Introduction: Background and History of Ethiopia and Cultural Context.- Chapter 1. Ethiopia Un-Colonized and Unbound: Ancient to Present.- Chapter 2. Black Like Me: Concepts of Africanness, Blackness, and Beauty.- Chapter 3. Socialization and Discontent: Assimilation, Acculturation, and Internal Conflict.- Chapter 4. Immigrant in the U.S.: Black but Immigrant.- Chapter 5. Ethiopian Women: Social Context and the Study.- Chapter 6. Family: Traditions, Customs and Modernity.- Chapter 7. A Foreign Land: Identifying as Ethiopian and Black / and or versus African-American.- Chapter 8. Gender, School, and Culture: Education and Beyond.- Chapter 9. Creating a Pathway for the Future: Recommendations and Conclusion.

Über Autor(innen)

Adrienne Wynn is a career educator with proven success in secondary education. Her research interests include multicultural education and culturally responsive teaching. Greg Wiggan is Professor of Urban Education as well as Adjunct Professor of Sociology and Affiliate Faculty of Africana Studies at the University of North Carolina at Charlotte, USA.  Marcia J. Watson-Vandiver is Associate Professor of Elementary Education at Towson University, USA.  Annette Teasdell is Assistant Professor of Curriculum and Instruction at Clark Atlanta University, USA.