Abstract
This article explored the range in teacher expectations held for Somali Bantu refugees using content analysis of one-on-one interviews with teachers who taught Somali Bantu students at an elementary school in Chicago. Analyses revealed the emergence of five categories of expectations: (a) general acculturative expectations around language and knowledge (b) behaviors, (c) internal attributes, (d) classroom behaviors, and (e) family/home. These findings raise questions about the potential danger of teacher’s expectations that might suggest assimilation to oppressive racial statuses. Implications for teachers and future research are discussed. Limitations and generalizability are also discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 712-736 |
| Number of pages | 25 |
| Journal | Education and Urban Society |
| Volume | 51 |
| Issue number | 5 |
| DOIs | |
| State | Published - Jun 1 2019 |
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Keywords
- change
- multicultural education
- social justice
- students
- teachers
ASJC Scopus subject areas
- Education
- Urban Studies
Cite this
Acculturation and Assimilation : A Qualitative Inquiry of Teacher Expectations for Somali Bantu Refugee Students. / Tran, Nellie; Birman, Dina.
In: Education and Urban Society, Vol. 51, No. 5, 01.06.2019, p. 712-736.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Acculturation and Assimilation
T2 - A Qualitative Inquiry of Teacher Expectations for Somali Bantu Refugee Students
AU - Tran, Nellie
AU - Birman, Dina
PY - 2019/6/1
Y1 - 2019/6/1
N2 - This article explored the range in teacher expectations held for Somali Bantu refugees using content analysis of one-on-one interviews with teachers who taught Somali Bantu students at an elementary school in Chicago. Analyses revealed the emergence of five categories of expectations: (a) general acculturative expectations around language and knowledge (b) behaviors, (c) internal attributes, (d) classroom behaviors, and (e) family/home. These findings raise questions about the potential danger of teacher’s expectations that might suggest assimilation to oppressive racial statuses. Implications for teachers and future research are discussed. Limitations and generalizability are also discussed.
AB - This article explored the range in teacher expectations held for Somali Bantu refugees using content analysis of one-on-one interviews with teachers who taught Somali Bantu students at an elementary school in Chicago. Analyses revealed the emergence of five categories of expectations: (a) general acculturative expectations around language and knowledge (b) behaviors, (c) internal attributes, (d) classroom behaviors, and (e) family/home. These findings raise questions about the potential danger of teacher’s expectations that might suggest assimilation to oppressive racial statuses. Implications for teachers and future research are discussed. Limitations and generalizability are also discussed.
KW - change
KW - multicultural education
KW - social justice
KW - students
KW - teachers
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U2 - 10.1177/0013124517747033
DO - 10.1177/0013124517747033
M3 - Article
AN - SCOPUS:85065182650
VL - 51
SP - 712
EP - 736
JO - Education and Urban Society
JF - Education and Urban Society
SN - 0013-1245
IS - 5
ER -