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首页> 外文期刊>The Urban Review >Teaching Black Immigrant Students in Urban Schools: Teacher and Peer Relationships and Academic Performances
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Teaching Black Immigrant Students in Urban Schools: Teacher and Peer Relationships and Academic Performances

机译：在城市学校教授黑人移民学生：教师和同伴关系和学术表演

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摘要

This study examines teachers' cultural awareness of Black immigrants and the pedagogical strategies they implemented that aided in the academic success of Black immigrant youth attending public urban schools. A related goal was to examine Black immigrant youths' relationships with teachers and peers, the challenges they faced in navigating a new educational system, and how it influenced their academic performance. Drawing on culturally responsive teaching, we examined teachers' cultural knowledge and understanding of the life experiences of Black immigrant students. Participants were 25 teachers and 20 Black immigrant youth. Qualitative research, including semi-structured and focus group interviews were used to collect data. Three major themes emerged from the study. These include (a) Black immigrant youth perspectives and experiences attending United States public urban schools comprising the following subthemes: (1) challenges attending urban schools, (2) students' resilience to achieve success in school, (3) supportive parents and high expectations; and (4) navigating through school with bi-cultural identity. The second theme is (b) the multiple cultures Black immigrant youth bring to the urban classroom, and the third theme, (c) strategies of teaching Black immigrant youth in public urban schools. Findings demonstrate the need for teachers to understand the rich cultural diversity that Black immigrant students bring to the classroom to be able to connect with their life experiences inside and outside of school.
机译：本研究探讨了教师对黑人移民的文化意识，以及他们实施的教学策略，援助黑人移民青少年学校的学术成功。相关目标是将黑人移民青年与教师和同行的关系，他们在导航新的教育体系方面所面临的挑战以及它如何影响他们的学术表现。借鉴文化响应教学，我们审查了教师的文化知识和对黑人移民学生生活经验的了解。参与者是25名教师和20名黑人移民青年。定性研究，包括半结构化和焦点小组访谈用于收集数据。从研究中出现了三个主要主题。这些包括（a）黑人移民青年透视和参加美国公共城市学校的经验，包括以下象征：（1）出席城市学校的挑战，（2）学生恢复能力在学校取得成功，（3）支持父母和高期望; （4）通过学校驾驭双文化认同。第二个主题是（b）多重文化黑人移民青年带来城市课堂，以及第三个主题，（c）在公共城市学校教授黑人移民青年的策略。调查结果表明，教师需要了解黑人移民学生带给教室的丰富文化多样性，以便能够与学校内外的生活经历联系。

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