Transnational Immigration and Family Context: What Teachers Should Know

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Author(s): Afra Ahmed Hersi (Loyola University Maryland, USA)
Copyright: 2014
Pages: 13
Source title: Cross-Cultural Considerations in the Education of Young Immigrant Learners
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Grace Onchwari (University of North Dakota, USA)
DOI: 10.4018/978-1-4666-4928-6.ch010

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

This chapter examines the transnational nature of African immigrant students’ experiences in the United States. In two case studies of students from Ethiopia and Somalia, the authors explore the students’ pre- and post-immigration experiences, with a particular focus on their family and school contexts. The students’ resiliency in the U.S. education system can be attributed to several factors in their migration histories, including their migration to join family members who were already part of established co-ethnic communities, thus linking them to social support networks, living in transnational family contexts that are characterized by the separation and subsequent reunification of family members, and viewing education as the key to unlocking new opportunities. The authors identify practical strategies for supporting the academic and social success of immigrant students by recognizing and capitalizing on the social capital they possess.

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Transnational Immigration and Family Context: What Teachers Should Know

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