From Cultural Dissonance to Diasporic Affinity: The Experience of Jamaican Teachers in New York City Schools

Bailey, Erold K.

doi:10.1007/s11256-012-0214-5

Cited by 12 publications

(10 citation statements)

References 27 publications

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“…Leisure and campus engagement facilitated the negation of cultural dissonance experienced by Black American males from low SES backgrounds by providing supportive relationships and positive experiences. Cultural dissonance occurs when individuals are exposed to cultural norms or experiences that differ from their own and their expectations (Bailey, 2013; Sato et al., 2013). These findings indicated that Black American males from low SES backgrounds had to navigate a predominantly White and affluent community fraught with challenges.…”

Section: Discussionmentioning

confidence: 99%

“It Was Really Tough”—Exploring the Feelings of Isolation and Cultural Dissonance With Black American Males at a Predominantly White Institution

Patterson

2018

Journal of College Student Retention: Research, Theory & Pr

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Black American males and low socioeconomic status students face a gauntlet of obstacles when pursuing their college degrees. These young men do not earn degrees at the same rate as their peers. As campus engagement, recreation, and leisure play pivotal roles in students’ experiences, investigating their influence relative to social integration might facilitate a better understanding of the issues they face. This study explored how Black American male undergraduates from low socioeconomic status backgrounds perceived the roles that campus engagement, recreation, and leisure played in their social integration. Bronfenbrenner’s ecological model of human development guided the qualitative approach to this study. Seventeen participants were interviewed, and interwoven themes related to feelings of isolation and cultural dissonance emerged. Theorizing about the complex roles leisure plays, in some cases, creating isolation and cultural dissonance and, in others, helping students navigate the challenges of college are presented.

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Section: Discussionmentioning

confidence: 99%

“It Was Really Tough”—Exploring the Feelings of Isolation and Cultural Dissonance With Black American Males at a Predominantly White Institution

Patterson

2018

Journal of College Student Retention: Research, Theory & Pr

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“…Finally, ITs expected to maintain a professional distance between themselves and the students. ITs did not expect for students to have an expectation of liking their teachers as part of the studentteacher relationship (Bailey 2013;de Villiers & Weda, 2018).…”

Section: It Acculturation Issuesmentioning

confidence: 98%

“…Behavioral and academic expectations of students. First, ITs experienced acculturative stress from a mismatch between their expectations regarding students' classroom and social behaviors as well as students' predispositions toward academics and the reality of student behaviors and academics (Bailey, 2013;Cross et al, 2011;de Villiers & Weda, 2018;Dunn, 2011;Fee, 2011;Vandeyar et al, 2014;Weda & de Villiers, 2019). For example, ITs expected students to be "obedient and disciplined" (Cross et al, 2011, p. 505) in ways similar to how students behaved in their home countries.…”

Section: It Acculturation Issuesmentioning

confidence: 99%

“…In one study, ITs expressed that parents expected them to teach their children how to behave (Fee, 2011). ITs also felt blamed for students' misbehavior (Bailey, 2013).…”

Section: It Acculturation Issuesmentioning

confidence: 99%

“…Academically, students in the host nation were also different from the IT perspective. ITs perceived that students had a sense of entitlement and did not seem to value education as students did in their home countries (Bailey, 2013). Rather, students had to be persuaded as to the value of education (Bailey, 2013;Vandeyar et al, 2014).…”

Section: It Acculturation Issuesmentioning

confidence: 99%

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Mentoring, Role Modeling, and Acculturation: Exploring International Teacher Narratives to Inform Supervisory Practices

Ceballos¹

2020

REAL

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Article InfoAs teacher shortages continue in countries worldwide, international teachers may be recruited from other countries to help fill critical teacher vacancies, particularly in high-need subject areas such as mathematics and science. International teachers are a unique group who have specific needs, which could be addressed through school administrators' supervisory practices. To understand international teacher needs, a review of the literature from 2009 to 2019 was completed to examine the extent to which dimensions of mentoring, role modeling, and acculturation were represented in international teacher narratives in peer-reviewed journals. In the course of the review, a fourth dimension of principals and ITs was found in the literature and explored. Findings from the literature review pointed to four themes related to the three identified dimensions: (a) a need for induction, (b) role modeling as collegial support, (c) international teacher acculturation issues, and (d) principal perspectives of ITs. The international teacher themes discovered through this review of the literature may help to inform the supervisory practices of school administrators as they strive to ensure positive outcomes for international teachers.

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“Crossing the River by Feeling the Stones”: Understanding Chinese Minority Teachers’ Transnational and Transitional Experiences

2023

To Be a Minority Teacher in a Foreign Culture

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This chapter focuses on 6 minority teachers who were raised and trained in China and traveled transnationally to the U.S. as non-immigrants on J-1 Visas which allowed them to teach in the U.S. for up to 5 years. The central theme of the chapter is that teaching in a foreign culture is analogous to crossing a river by feeling the stones. The great differences between Chinese and American cultures and educational traditions presented unique challenges to these minority teachers. Such differences, especially those in conflict with their original professional norms, demanded that the minority teachers observe and imitate what other American teachers do, explore and test the new norms in their classrooms, and wrestle with and possibly adjust their habitual pedagogy to better meet the foreign culture’s expectations. As part of a larger study, this present chapter utilizes interview data collected from six Chinese teachers during their first or second year in U.S. public elementary schools. The findings illustrate a number of shared personal and professional challenges encountered by newly-arrived minority teachers in their initial transitions to life and work in the U.S. The challenges include the unfamiliarity with U.S. public schools, inadequate teaching materials, a heavy teaching load, and other teaching-related issues.

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From Cultural Dissonance to Diasporic Affinity: The Experience of Jamaican Teachers in New York City Schools

Cited by 12 publications

References 27 publications

“It Was Really Tough”—Exploring the Feelings of Isolation and Cultural Dissonance With Black American Males at a Predominantly White Institution

“It Was Really Tough”—Exploring the Feelings of Isolation and Cultural Dissonance With Black American Males at a Predominantly White Institution

Mentoring, Role Modeling, and Acculturation: Exploring International Teacher Narratives to Inform Supervisory Practices

“Crossing the River by Feeling the Stones”: Understanding Chinese Minority Teachers’ Transnational and Transitional Experiences

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