Critical Multicultural Citizenship Education among Black Immigrant Youth: Factors and Challenges

Authors

  • Alex Kumi-Yeboah University at Albany - SUNY
  • Patriann Smith University of Illinois at Urbana-Champaign

DOI:

https://doi.org/10.18251/ijme.v18i1.1079

Keywords:

Black immigrant youth, social media, critical citizenship, transnational, inquiry-based learning

Abstract

This study uses qualitative interviews with 18 participants across five states to examine the factors that promote enhancement of critical multicultural education for Black immigrant youth. Findings suggest that class discussion, influence of social media and technology, non-educational practices, and cultural and language differences are the leading factors that promote the advancement of critical multicultural citizenship education for participants. Participants utilized these factors to navigate the democratic education and the role of transnational identification. Findings support the need for teachers and educators to understand the cultures and best practices for teaching immigrant youth. 

Author Biographies

Alex Kumi-Yeboah, University at Albany - SUNY

Alex Kumi-Yebaoh PhD., is an assistant professor of education at the department of educational theory and practice university in the school of education at Albany-State University of New York, He teaches multicultural and urban education. His research interestes are immigrant issues in education – [Educational & Non-educational experiences of immigrant students; cross-cultural learning experiences of black immigrant students] and multicultural online educatio.

Patriann Smith, University of Illinois at Urbana-Champaign

Patriann Smith PhD., is an assistant professor of Language and Literacy in the Department of Curriculum and Instruction at the University of Illinois at Urbana-Champaign.Her research interests are hybrid research agenda focused on language and literacy teaching and learning within and across linguistic and cultural contexts. Her primary research interests involve understanding the cross-cultural language and learning experiences of monolingual and multilingual teachers, examining the cross-cultural literacy and language experiences of bidialectal, bilingual, and multilingual English learners, and exploring literacy and language assessment in online and offline education for multilingual learners and teachers.

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Published

2016-02-29

How to Cite

Kumi-Yeboah, A., & Smith, P. (2016). Critical Multicultural Citizenship Education among Black Immigrant Youth: Factors and Challenges. International Journal of Multicultural Education, 18(1), 158–182. https://doi.org/10.18251/ijme.v18i1.1079

Issue

Vol. 18 No. 1 (2016): Special Issue: Critical Multicultural Citizenship Education

Section

2016 Special Issue Articles (Peer-reviewed)