Description As the number of African-born students in American schools increases, it is important that schools enlarge the circle of diversity to include African-born students who are rendered invisible by their skin color and continent of origin..
Immaculée Harushimana is associate professor of TESOL and English education at Lehman College, City University of New York..
About the Author Shirley Mthethwa-Sommers is associate professor of social and psychological foundations of education at Nazareth College in Rochester, New York, where she also serves as director of the Center for Urban Education.
They also proffer pedagogical tools and frameworks that may help minimize these deleterious factors.
The authors examine American-rooted factors that complicate the adaptation of these students in the US educational school system, such as institutional racism, Afrophobia, Islamophobia, cultural discontinuities, curricular mismatches, and western media mis-portrayals.
The book explores in depth salient African-rooted factors that come into play in the social and academic integration of African immigrant students, such as gender, spirituality, colonization, religious affiliation, etc.
This book will not only assist teachers and administrators in understanding the nuanced cultural, sociological, and socio-cognitive differences between American-born and African-born students; it will also equip them with effective interpersonal teaching strategies adapted to the distinct needs of African-born students and others like them.
African Immigrants\' Experiences in American Schools: Complicating the Race Discourse is aimed at filling the gap in the literature about African-born students in American schools.
Description As the number of African-born students in American schools increases, it is important that schools enlarge the circle of diversity to include African-born students who are rendered invisible by their skin color and continent of origin.
