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) |
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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 |
Keywords
- change
- multicultural education
- social justice
- students
- teachers
ASJC Scopus subject areas
- Education
- Urban Studies