Acculturation and Assimilation: A Qualitative Inquiry of Teacher Expectations for Somali Bantu Refugee Students

Abstract

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.

Implementation of Provision of Assimilation in the Time of Covid-19 for Prisoners

“…This research is included in the clustering of empirical research because this research will focus on the reality in the field to be able to find out the form of protection of the rights possessed by prisoners through the provision of assimilation in Cipinang Class I Penitentiary during the pandemic. So it is hoped that this research can provide a chronological understanding of giving assimilation (Tran & Birman, 2019).…”