From Mainstream to East African Charter: Cultural and Religious Experiences of Somali Youth in U.S. Schools

Basford, Letitia

doi:10.1080/15582159.2010.526859

Cited by 32 publications

(3 citation statements)

References 33 publications

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“…These findings reflect multiple studies conducted with minoritized students exploring issues of belonging, exclusion and racism in HE (e.g. Bagguley and Hussain 2016;Basford 2010;Bhopal 2016;Mirza 2006Mirza , 2009Stevenson et al 2017), such as Nasir and Al-Amin's ( 2006) study on Muslim students' isolation in which hostile campus environments were found to be a factor in students distancing themselves from the university. Nadia senses this hostility but has risen above it -she has no more 'energy for problems' as she is in her final year.…”

Section: Negotiating the Whiteness Of University Spacesupporting

confidence: 77%

No love found: how female students of colour negotiate and repurpose university spaces

Samatar

Madriaga

McGrath

2021

British Journal of Sociology of Education

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This study explores the lived experiences on campus of five female undergraduate students of colour. Drawing on a critical race theory perspective and inspired by CRiT walking, walking interviews were conducted to give voice to the students' experiences of marginalisation, both metaphorical and physical. The findings reveal how whiteness impacts on participants' negotiation of university spaces; how the 'white gaze' influences their geographies; and how their experiences lead them to occupy counter-spaces within the university. Further, we found that participants' aspirations of postgraduate education were tainted by these negative experiences at the undergraduate level, leading them to reject altogether or begrudgingly continue their education. The study proposes theoretically framed walking interviews as a productive methodology in future critical studies of race in education and highlights the urgent need to address the marginalisation of female students of colour on campus as one means of addressing postgraduate recruitment imbalances.

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Section: Negotiating the Whiteness Of University Spacesupporting

confidence: 77%

No love found: how female students of colour negotiate and repurpose university spaces

Samatar

Madriaga

McGrath

2021

British Journal of Sociology of Education

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“…Lee, 2001; Ríos-Rojas, 2011; Valenzuela, 2010). Moreover, research is beginning to appear on educational experiences of immigrant youth in the United States from African countries outside of West Africa, such as the Congo (Davila, 2015), Eretria (Stebleton, 2012), Ethiopia (Hersi, 2012; Mims, Mims, & Newland, 2009; Stebleton, 2007), Somalia (Basford, 2010; Bigelow, 2008; Dryden-Peterson, 2010; Njue & Retish, 2010; Roy & Roxas, 2011; Oropeza, Varghese, & Kanno, 2010; Watkinson & Hersi, 2014), and Uganda (Muwanguzi & Musambira, 2012). Research is also beginning to appear on immigrant youth from African countries across global contexts, including immigrant youth to Canada from Sierra Leone and Liberia (Usman, 2012); Ghana, Kenya, Nigeria, Liberia, Ethiopia, Rwanda, Somalia, and Sudan (Dlamini & Anucha, 2009); Togo, Madagascar, the Congo, Burundi, and Rwanda (Masinda, Jacquet, & Moore, 2014), and unspecified African countries (Chareka & Sears, 2006).…”

Section: Modes Of Inquirymentioning

confidence: 99%

Challenging Popularized Narratives of Immigrant Youth From West Africa: Examining Social Processes of Navigating Identities and Engaging Civically

Watson

Knight-Manuel

2017

Review of Research in Education

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Given polarizing popular-media narratives of immigrant youth from West African countries, we construct an interdisciplinary framework engaging a Sankofan approach to analyze education research literature on social processes of navigating identities and engaging civically across immigrant youth’s heritage practices and Indigenous knowledges. In examining social processes, we disrupt three areas of inequalities affecting educational experiences of immigrant youth: (a) homogenizing notions of a monolithic West Africa and immigrant youth’s West African countries, (b) deficit understandings of identities and the heterogeneity of Black immigrant youth from West African countries living in the United States, and (c) singular views of youth’s civic engagement. We provide implications for researchers, policymakers, and educators to better meet youth’s teaching and learning needs.

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“…This history is therefore likely not a conscious point of reference for her. Existing research has in fact demonstrated that there is a wider tension for many people of Somali background surrounding identification as Black in North America due to the existence of negative perceptions of this category (Basford, 2010; Cromwell, 2012). However, earlier in the discussion, one of Rachel’s conversation partners, also of Somali background, explained why he would identify as Black:…”

Section: Analysis and Discussionmentioning

confidence: 99%

Ethnic and Racial Self-Identifications of Second-Generation Canadians of African and Caribbean Heritage

Litchmore

Safdar

O’Doherty

2015

Journal of Black Psychology

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This study investigated how second-generation Canadian youth of African and Caribbean heritage constructed racial, ethnic, and national identities and categories. Twenty-two participants aged 13 to 18 years of East and West African, and Caribbean background, were recruited from communities in the Greater Toronto Area to participate in four discussion groups. Discourse analysis was used to demonstrate the fluidity and negotiability of racial and ethnic identities and categories. Participants constructed the category of "Black" using historical, social, and descriptive references and in support of their identifications or lack thereof with this category. Categories associated with "ethnicity" and nationality were also constructed to support participants' identifications, with some contradictory representations. Disagreements over category constructions were also present. The study highlights the performative, as opposed to cognitive, features of identities. It also brings attention to how flexible the characterizations of racial and ethnic labels can be and argues for researcher consideration of this flexibility

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From Mainstream to East African Charter: Cultural and Religious Experiences of Somali Youth in U.S. Schools

Cited by 32 publications

References 33 publications

No love found: how female students of colour negotiate and repurpose university spaces

No love found: how female students of colour negotiate and repurpose university spaces

Challenging Popularized Narratives of Immigrant Youth From West Africa: Examining Social Processes of Navigating Identities and Engaging Civically

Ethnic and Racial Self-Identifications of Second-Generation Canadians of African and Caribbean Heritage

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