Race, Class, Gender, and Immigrant Identities in Education: Perspectives from First and Second Generation Ethiopian Students

ISBN-13: 9783030755515 / Angielski / Twarda / 2021 / 240 str.

Adrienne Wynn; Greg Wiggan; Marcia J. VanDiver

Spis treści

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

O autorze

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. 

Blurb

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.