Education Commons^™

Roots & Routes: A Re-Imagining Of Refugee Identity Constructions And The Implications For Schooling, Jacqueline Mosselson

Jacqueline Mosselson

The ways in which refugees are assumed to adapt to United States society have serious consequences on their enjoyment and fulfillment in their schooling experiences. This is further compounded by the incorporation of refugees under a more general umbrella of "immigrant" studies. Here, excerpts are shared from an experiential study of fifteen adolescent Bosnian female refugees in New York City schools to articulate an alternative identity paradigm, roots & routes, which captures the ways in which refugees consciously balance their ethnic and new national identities in understanding themselves, their lives, and how they represent themselves to others. This paradigm enables …

Roots & Routes: A Re-Imagining Of Refugee Identity Constructions And The Implications For Schooling, Jacqueline Mosselson

Center for International Education Faculty Publications

The ways in which refugees are assumed to adapt to United States society have serious consequences on their enjoyment and fulfillment in their schooling experiences. This is further compounded by the incorporation of refugees under a more general umbrella of "immigrant" studies. Here, excerpts are shared from an experiential study of fifteen adolescent Bosnian female refugees in New York City schools to articulate an alternative identity paradigm, roots & routes, which captures the ways in which refugees consciously balance their ethnic and new national identities in understanding themselves, their lives, and how they represent themselves to others. This paradigm enables …

Tapping Into Students' Motivation: Lessons From Adolescents' Blogs, Sylvia Read

Teacher Education and Leadership Faculty Publications

No abstract provided.

Say It Loud! I'M Black And I'M Proud!: A Study Of Successful Black Female Students Educated In An Urban Middle School, Menthia P. Clark

LSU Doctoral Dissertations

"Acting White" (Fordham & Ogbu, 1986) is a common term among researchers who study academic achievement and racial identity among minority students which signifies the tension some academically successful minority students experience as they excel in school. Black students who contend with such tension may be teased, alienated, or rejected by their peers who view academic achievement as characteristic of White people. In order to avoid the accusation of "acting White," many Black students underachieve, conceal their academic talents, or make no efforts to pursue academic goals. For Black female high-achieving students, "acting White" is laden with gender-specific strategies of …

Preventing Challenging Behaviour Through The Management Of Instructional Antecedents, John J. Wheeler, Stacy L. Carter, Michael R. Mayton, Morgan Chitiyo

John J. Wheeler