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Article: School Contexts and 'Acting White' - Peer Networks of Somali Immigrant Youths in an Afrocentric Charter School
Title | School Contexts and 'Acting White' - Peer Networks of Somali Immigrant Youths in an Afrocentric Charter School |
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Authors | |
Issue Date | 2014 |
Publisher | The University of Chicago Press. The Journal's web site is located at http://press.uchicago.edu/ucp/journals/journal/schools.html |
Citation | Schools: Studies in Education, 2014, v. 11 n. 1, p. 122-155 How to Cite? |
Abstract | We examine whether the “acting white” labeling practice and subsequent peer isolation exist (or do not exist) within Somali immigrant adolescents, one of the most underresearched black immigrant student groups, and what school contexts are associated with their presence (or absence). Using a case study, we found that high-achieving Somali immigrant students in an urban Afrocentric charter school in the United States were not isolated from their peers. Rather, they tended to have a relatively large-sized social network and also seemed to enjoy relative popularity in their peer networks. Additionally, they tended to be gregarious with other high-achievers. Importantly, certain school contexts facilitated the nonexistence of an “acting white” labeling practice and a peer isolation culture in the school. Specifically, the “acting white” phenomenon may not be applicable to a small and racially/ethnically homogenous school where an academically-oriented and college-bound culture is shared by students. |
Persistent Identifier | http://hdl.handle.net/10722/216543 |
ISSN | 2023 Impact Factor: 0.6 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Lee, M | - |
dc.contributor.author | Madyun, N | - |
dc.contributor.author | Lam, BOY | - |
dc.contributor.author | Jumale, M | - |
dc.date.accessioned | 2015-09-18T05:31:05Z | - |
dc.date.available | 2015-09-18T05:31:05Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | Schools: Studies in Education, 2014, v. 11 n. 1, p. 122-155 | - |
dc.identifier.issn | 1550-1175 | - |
dc.identifier.uri | http://hdl.handle.net/10722/216543 | - |
dc.description.abstract | We examine whether the “acting white” labeling practice and subsequent peer isolation exist (or do not exist) within Somali immigrant adolescents, one of the most underresearched black immigrant student groups, and what school contexts are associated with their presence (or absence). Using a case study, we found that high-achieving Somali immigrant students in an urban Afrocentric charter school in the United States were not isolated from their peers. Rather, they tended to have a relatively large-sized social network and also seemed to enjoy relative popularity in their peer networks. Additionally, they tended to be gregarious with other high-achievers. Importantly, certain school contexts facilitated the nonexistence of an “acting white” labeling practice and a peer isolation culture in the school. Specifically, the “acting white” phenomenon may not be applicable to a small and racially/ethnically homogenous school where an academically-oriented and college-bound culture is shared by students. | - |
dc.language | eng | - |
dc.publisher | The University of Chicago Press. The Journal's web site is located at http://press.uchicago.edu/ucp/journals/journal/schools.html | - |
dc.relation.ispartof | Schools: Studies in Education | - |
dc.rights | Schools: Studies in Education. Copyright © The University of Chicago Press. | - |
dc.title | School Contexts and 'Acting White' - Peer Networks of Somali Immigrant Youths in an Afrocentric Charter School | - |
dc.type | Article | - |
dc.identifier.email | Lam, BOY: beaoylam@hku.hk | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.1086/675752 | - |
dc.identifier.hkuros | 250832 | - |
dc.identifier.volume | 11 | - |
dc.identifier.issue | 1 | - |
dc.identifier.spage | 122 | - |
dc.identifier.epage | 155 | - |
dc.identifier.isi | WOS:000218207800009 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 1550-1175 | - |