Race, Class, Gender, and Immigrant Identities in Education

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.

Auteur

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.

Contenu
Introduction: Background and History of Ethiopia and Cultural ContextChapter 1. Ethiopia Un-Colonized and Unbound: Ancient to PresentChapter 2. Black Like Me: Concepts of Africanness, Blackness, and BeautyChapter 3. Socialization and Discontent: Assimilation, Acculturation, and Internal ConflictChapter 4. Immigrant in the U.S.: Black but ImmigrantChapter 5. Ethiopian Women: Social Context and the StudyChapter 6. Family: Traditions, Customs and ModernityChapter 7. A Foreign Land: Identifying as Ethiopian and Black / and or versus African-AmericanChapter 8. Gender, School, and Culture: Education and BeyondChapter 9. Creating a Pathway for the Future: Recommendations and Conclusion