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The Threat of Downward Assimilation Among Young African Immigrants in U.S. Schools

The Threat of Downward Assimilation Among Young African Immigrants in U.S. Schools

Immaculee Harushimana, Janet Awokoya
Copyright: © 2019 |Pages: 25
ISBN13: 9781522593485|ISBN10: 1522593489|EISBN13: 9781522593492
DOI: 10.4018/978-1-5225-9348-5.ch018
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MLA

Harushimana, Immaculee, and Janet Awokoya. "The Threat of Downward Assimilation Among Young African Immigrants in U.S. Schools." Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students, edited by Jared Keengwe and Grace Onchwari, IGI Global, 2019, pp. 330-354. https://doi.org/10.4018/978-1-5225-9348-5.ch018

APA

Harushimana, I. & Awokoya, J. (2019). The Threat of Downward Assimilation Among Young African Immigrants in U.S. Schools. In J. Keengwe & G. Onchwari (Eds.), Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students (pp. 330-354). IGI Global. https://doi.org/10.4018/978-1-5225-9348-5.ch018

Chicago

Harushimana, Immaculee, and Janet Awokoya. "The Threat of Downward Assimilation Among Young African Immigrants in U.S. Schools." In Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students, edited by Jared Keengwe and Grace Onchwari, 330-354. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-9348-5.ch018

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Abstract

This chapter presents research implications geared toward preventing the downward assimilation trend prevailing among young African immigrants in US public schools. Secondary data from three qualitative studies of integration and adaptation processes of African-born immigrant youth in urban school settings helped identify signs of downward assimilation, especially among males. Salient signs of this trend include low academic achievement, gang inclination, and defiance towards authority. Four major theories—segmented assimilation, socio-ecological theory, intersectionality, and critical race theory—served as framework for the analysis of the risk factors that may lead young African immigrants to follow the downward assimilation path. The analysis reveals the need for intervention measures at the federal, state, and school levels to reduce the vulnerability of non-predominant minority youth in US school settings and the moral responsibility of school authorities to ensure their welfare. Recommended preventive measures include (1) educating immigrant families and school communities; (2) encouraging collaboration and dialogue between African community organizations, school administration, and policymakers purported at creating a favorable school climate for the marginalized African immigrant youth; (3) increasing intervention measures, such as school-community mediation and political representation.

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