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作者

来源

EDUCATION AND URBAN SOCIETY,Vol.51,Issue5,P.712-736

语言

英文

关键字

teachers; social justice; multicultural education; students; change; RACIAL COLOR-BLINDNESS; ADOLESCENTS; ADJUSTMENT; AMERICAN; IMMIGRANTS; ADAPTATION; CHILDREN; DIFFER; POOR

作者单位

[Tran, Nellie] San Diego State Univ, Community Based Block Multicultural Counseling Pr, Counseling, San Diego, CA 92182 USA. [Tran, Nellie] San Diego State Univ, Community Based Block Multicultural Counseling Pr, Sch Psychol, San Diego, CA 92182 USA. [Birman, Dina] Univ Miami, Sch Educ & Human Dev, Educ & Psychol Studies, Coral Gables, FL 33124 USA. [Birman, Dina] Univ Miami, Sch Educ & Human Dev, PhD Program Community Well Being, Coral Gables, FL 33124 USA. [Birman, Dina] Kazan Volga Reg Fed Univ, Kazan, Russia. Tran, N (reprint author), San Diego State Univ, 5500 Campanile Dr, San Diego, CA 92182 USA. E-Mail: ntran@mail.sdsu.edu

摘要

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.