Alex Kumi-Yeboah | SUNY: University at Albany (original) (raw)
Papers by Alex Kumi-Yeboah
The rapid growth of online education at the K-12 level in recent years presents the need to explo... more The rapid growth of online education at the K-12 level in recent years presents the need to explore issues that influence the academic experiences of students choosing this method of learning. In this study, we examined factors that promote/hinder the learning experiences and academic self-concept of minority students attending an online high school. Qualitative interviews were conducted with twenty-four African American, and sixteen Hispanic high school students. The results showed that collaborative learning activities, access to resources, time convenience, student-teacher interactions, student-student interactions, improved academic behavior, and parental support helped to enhance online learning experiences and academic self-concept of the minority students. On the contrary, the lack of social presence, and the lack of cultural inclusion in course content constrain online learning experiences and academic selfconcept of the students. The findings revealed some similarities between factors that influence minority students learning experiences online, and in face-to-face setting. The study also highlighted the need for teachers of online courses to understand the cultural backgrounds of minority students, and to use their knowledge to improve the learning experiences and academic self-concept of these students. Implications for teaching minority high school students in an online environment, as well as suggestions for future research are provided. (Keywords: minority students, K-12 online school, factors, online learning, self-concept) Color versions of one or more of the figures in the article can be found online at www.tandfonline.com/ujrt.
Theadventandsuccessofonlineacademicprogramsinrecentyearshavepromptedmanyinstitutions ofhigherlear... more Theadventandsuccessofonlineacademicprogramsinrecentyearshavepromptedmanyinstitutions ofhigherlearningtoincreasethenumberofcoursestheyofferonline.Asthenumberofonlinecourses increases,however,sohasagrowingconcernabouttheeffectivenessofthisinstructionaldelivery method in adequately preparing students for further education and career aspirations. This study exploreddialoguepedagogicalstrategiesemployedbyinstructorsofonlinecoursestoenhancethe qualityofteachingandlearningintheonlineenvironment.Italsoinvestigatedchallengesfacedby instructorsofonlinecoursesintheirefforttomaximizestudents'learninginthisenvironment.Ten instructorsofonlinecoursesparticipatedinthestudy.
Situated in social capital theory, the purpose of this mixed-methods study was to investigate the... more Situated in social capital theory, the purpose of this mixed-methods study was to investigate the relationship between African-born immigrant parents' educational level, income status, family structures, and academic performance of their children in the United States (U.S.). To that end, 205 African-born immigrant parents from a metropolitan city in the U.S. were surveyed using the modified Longitudinal Immigrant Student Adaptation Questionnaire. The participants' (n = 205) responses to the questionnaires were analyzed using Chi-square tests and the participants' (n = 45) interview responses were analyzed using ATLAS.ti qualitative analysis software. Findings from the quantitative data showed relationships between parents' income, educational level, family structures and academic performance of their children. Interview findings revealed that hard work and resilience to succeed, parental expectations and academic goals, parental support and investment in education, parental involvement, parent-teacher interactions, and parental educational experiences influenced parents to support their children's education. The authors discuss the implications of these findings for teachers who are tasked to render better educational settings for African immigrant students to succeed in United States schools.
[Abstract] Multicultural education is the teaching and learning of the histories and cultures of ... more [Abstract] Multicultural education is the teaching and learning of the histories and cultures of all students in the teaching-learning process in any educational system. According to Banks, (1997), it is an idea, an educational reform movement, and a process. Multicultural education for adult learners in higher education will address the needs of the growing trends of adult minority populations in the United States to promote diverse educational settings in the colleges and universities. The United States is considered to be one of the most diverse countries in the world, often called a " melting pot " society because of its diverse population (Gay, 1994). Today, multicultural education programs have been offered in most colleges and universities to address the growing trend of the diverse population (Banks, 2008). However, not much has been investigated about the significance of multicultural education for adult learners in higher education. The purpose of this article is to explain the importance of incorporating multicultural education programs in adult education curriculum and how practitioners of adult education can use it as a model to promote citizenship education. [Keywords] multicultural education in higher education; adult education curriculum; citizenship education
This research investigates the transformational teaching experiences of a novice award-winning te... more This research investigates the transformational teaching experiences of a novice award-winning teacher Data collection consisted primarily of interviews and observations. To support these methods, we utilized field notes and reflection journals to triangulate the data. To become a successful teacher, the teacher passed through transformational experiences of teaching challenges, preparation and organization skills, hard work and dedication, extracurricular activities, mentoring, and, most importantly, professional development
International Journal of Multicultural Education, 2016
This study uses qualitative interviews with 18 participants across five states to examine the fac... more 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.
This article investigates the transformative learning experiences of international graduate stude... more This article investigates the transformative learning experiences of international graduate students from Asian countries. Data collection consisted of quantitative and qualitative methods. Participants included international graduate students from Asia, in the Colleges of Arts and Sciences and Engineering. Overall, 82.3% of the participants reported having experienced transformative learning, while 17.7% reported no trans-formative experiences. Among participants who experienced transformative learning, 31.8% of the transformative experiences were associated with education only, 33.3% were by both education and noneducation, while 17.2% were noneducational. Ten participants were randomly selected to ensure representations across gender, age-group, and college for follow-up interviews. Majority of the participants experienced transformative learning as a result of both educational and noneducational activities. Major life changes such as student and faculty support, classroom discussions, new life experiences, and learning a new language emerged from the follow-up interviews.
The past two decades have witnessed a rapid increase of immigrant population in U.S. schools. Lit... more The past two decades have witnessed a rapid increase of immigrant population in U.S. schools. Little is known, however, about factors that promote cross-cultural experiences, academic achievement, and/or challenges of Black African immigrant youth, which is particularly significant today in the midst of the current social and political discourse over the influence of immigration in U.S. schools. Sixty Ghanaian-born immigrant students were recruited and interviewed. Analyses, which draw from in-depth interviews and observations, revealed that resilience to succeed, teacher and parent support, positive school environment, past histories including educational experiences, and challenging factors of racism, classism, xenophobia, acculturative stress, changes in curriculum, language, and cultural discrimination emerged as the major factors that largely influenced academic achievement of these learners.
a university of illinois, uSa; b university of the West indies, Barbados; c State university of n... more a university of illinois, uSa; b university of the West indies, Barbados; c State university of new york at albany, uSa ABSTRACT This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to study the ways in which my practice reflected awareness of my role as an educator. Findings from my teaching videos, written responses to students, and student evaluations suggested that my communication patterns with students reflected certain elements of multicultural awareness, as displayed by my attention to individual predispositions, cultural practices and personal stereotypes. The findings also appeared to indicate that multicultural and MLA interacted to reflect facilitation and symbiosis. Facilitation seemed apparent in my awareness of differences among students' cultures and my own as I monitored my linguistic processing. Symbiosis appeared to emanate from the recognition of how my response to individual predispositions facilitated my application of conversational strategies based on feedback. This, in turn, heightened my attention to stereotypical attitudes and behaviors. Implications for multicultural teacher education include the benefits of using autoethnographic self-study to scrutinize educators' awareness in practice as they determine the impact of this awareness on their instructional roles in multicultural teacher education. By extension, the study suggests that autoethnographic self-study research can provide additional lenses through which to interrogate monolithic perceptions of diversity in multicultural teacher education.
Educational resilience is often linked to educational success of various immigrant youth includin... more Educational resilience is often linked to educational success of various immigrant youth including Black immigrants despite the challenges they face. However, few studies have explored the factors that promote and/ or constrain educational resilience and academic achievement of Black immigrants. To address this gap, the current article focuses on the educational resilience and academic achievement of Ghanaian-born immigrants (N = 60) attending urban high schools in the United States. Results indicate that self-regulation, technology, religious faith, past experiences, parental support, resources, and safety issues played an important role. Implications and recommendations for educators and policymakers are discussed.
The study investigated the relationship between minority students' use of technology, social medi... more The study investigated the relationship between minority students' use of technology, social media, the number of online courses, program of study, satisfaction, and academic performance. Participants in the study were a diverse student body regarding age, gender, and educational level, and functioned at both undergraduate and graduate levels. Analysis of variance (ANOVA) and Chi-square tests were used to find the relationship between participants' online learning experiences and academic performance. Results showed that satisfaction and use of social media had no relationship with the academic performance of participants. However, a relationship existed between the use of technology, the number of courses in online, program of study, and academic performance. Categories that emerged from the open-ended questions were flexibility and time convenience, self-confidence, lack of support, self-regulated learning skills, and language and linguistic differences. The authors concluded that varying factors such as cultural, language, personal, and efficacy skills facilitated the academic performance of minority students in an online learning environment. This study reiterates the importance of establishing multicultural presence in an online course and suggests best pedagogical methods for teaching minority students in an online course.
Educational resilience is often linked to educational success of various immigrant youth includin... more Educational resilience is often linked to educational success of various immigrant youth including Black immigrants despite the challenges they face. However, few studies have explored the factors that promote and/ or constrain educational resilience and academic achievement of Black immigrants. To address this gap, the current article focuses on the educational resilience and academic achievement of Ghanaian-born immigrants (N = 60) attending urban high schools in the United States. Results indicate that self-regulation, technology, religious faith, past experiences, parental support, resources, and safety issues played an important role. Implications and recommendations for educators and policymakers are discussed.
World Health & Population, 2015
Transforming K-12 Classrooms with Digital Technology, 2014
Studying Teacher Education, 2016
ENGLISH: This autoethnographic self-study describes my interpretations of multicultural awareness... more ENGLISH: This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to study the ways in which my practice reflected awareness of my role as an educator. Findings from my teaching videos, written responses to students, and student evaluations suggested that my communication patterns with students reflected certain elements of multicultural awareness, as displayed by my attention to individual predispositions, cultural practices and personal stereotypes. The findings also appeared to indicate that multicultural and MLA interacted to reflect facilitation and symbiosis. Facilitation seemed apparent in my awareness of differences among students’ cultures and my own as I monitored my linguistic processing. Symbiosis appeared to emanate from the recognition of how my response to individual predispositions facilitated my application of conversational strategies based on feedback. This, in turn, heightened my attention to stereotypical attitudes and behaviors. Implications for multicultural teacher education include the benefits of using autoethnographic self-study to scrutinize educators’ awareness in practice as they determine the impact of this awareness on their instructional roles in multicultural teacher education. By extension, the study suggests that autoethnographic self-study research can provide additional lenses through which to interrogate monolithic perceptions of diversity in multicultural teacher education. SPANISH: Este self-study autoetnográfico describe mis interpretaciones de la conciencia de la multiculturalidad, con atención especial a la conciencia del multilingüismo, sobre la base de mis interacciones con 52 estudiantes en el contexto de dos cursos de alfabetización en el transcurso de un año. El self-study autoetnográfico proveyó una manera para focalizar mis reflexiones sobre la práctica y para estudiar los modos en que mi práctica reflejaba un tipo de conocimiento sobre mi rol como educador. Los hallazgos que surgen de las grabaciones en video de mi enseñanza, reacciones escritas de los estudiantes y sus evaluaciones muestran que mis patrones comunicativos con los estudiantes reflejaban ciertos elementos de una sensibilidad por lo multicultural, como mi atención a predisposiciones individuales, prácticas culturales y estereotipos personales. Los hallazgos también parecen indicar que esta sensibilidad por lo multicultural y lo multilingüe interactuaban para reflejar facilitación y simbiosis. La facilitación aparecía fuertemente en mi conciencia de diferencias entre las culturas de mis estudiantes y la mía, mientras monitoreaba mi procesamiento lingüístico. La simbiosis parece emanar del reconocimiento del modo en que mi respuesta a predisposiciones individuales facilitaba mi aplicación de estrategias conversacionales basadas en la retroalimentación. Esto, a su vez, focalizó mi atención a actitudes y comportamientos estereotipados. Algunas de las implicancias para la formación docente multicultural incluyen los beneficios del uso del self-study autoetnográfico para examinar la sensibilidad de los educadores en práctica, al tiempo que determinan el impacto de esta sensibilidad en sus roles docentes en la formación multicultural de profesores. Por extensión, el estudio sugiere que la investigación en self-study autoetnográfico puede proveer lentes adicionales a través de los cuales interrogar percepciones monolíticas de la diversidad en la formación docente multicultural.
The rapid growth of online education at the K-12 level in recent years presents the need to explo... more The rapid growth of online education at the K-12 level in recent years presents the need to explore issues that influence the academic experiences of students choosing this method of learning. In this study, we examined factors that promote/hinder the learning experiences and academic self-concept of minority students attending an online high school. Qualitative interviews were conducted with twenty-four African American, and sixteen Hispanic high school students. The results showed that collaborative learning activities, access to resources, time convenience, student-teacher interactions, student-student interactions, improved academic behavior, and parental support helped to enhance online learning experiences and academic self-concept of the minority students. On the contrary, the lack of social presence, and the lack of cultural inclusion in course content constrain online learning experiences and academic selfconcept of the students. The findings revealed some similarities between factors that influence minority students learning experiences online, and in face-to-face setting. The study also highlighted the need for teachers of online courses to understand the cultural backgrounds of minority students, and to use their knowledge to improve the learning experiences and academic self-concept of these students. Implications for teaching minority high school students in an online environment, as well as suggestions for future research are provided. (Keywords: minority students, K-12 online school, factors, online learning, self-concept) Color versions of one or more of the figures in the article can be found online at www.tandfonline.com/ujrt.
Theadventandsuccessofonlineacademicprogramsinrecentyearshavepromptedmanyinstitutions ofhigherlear... more Theadventandsuccessofonlineacademicprogramsinrecentyearshavepromptedmanyinstitutions ofhigherlearningtoincreasethenumberofcoursestheyofferonline.Asthenumberofonlinecourses increases,however,sohasagrowingconcernabouttheeffectivenessofthisinstructionaldelivery method in adequately preparing students for further education and career aspirations. This study exploreddialoguepedagogicalstrategiesemployedbyinstructorsofonlinecoursestoenhancethe qualityofteachingandlearningintheonlineenvironment.Italsoinvestigatedchallengesfacedby instructorsofonlinecoursesintheirefforttomaximizestudents'learninginthisenvironment.Ten instructorsofonlinecoursesparticipatedinthestudy.
Situated in social capital theory, the purpose of this mixed-methods study was to investigate the... more Situated in social capital theory, the purpose of this mixed-methods study was to investigate the relationship between African-born immigrant parents' educational level, income status, family structures, and academic performance of their children in the United States (U.S.). To that end, 205 African-born immigrant parents from a metropolitan city in the U.S. were surveyed using the modified Longitudinal Immigrant Student Adaptation Questionnaire. The participants' (n = 205) responses to the questionnaires were analyzed using Chi-square tests and the participants' (n = 45) interview responses were analyzed using ATLAS.ti qualitative analysis software. Findings from the quantitative data showed relationships between parents' income, educational level, family structures and academic performance of their children. Interview findings revealed that hard work and resilience to succeed, parental expectations and academic goals, parental support and investment in education, parental involvement, parent-teacher interactions, and parental educational experiences influenced parents to support their children's education. The authors discuss the implications of these findings for teachers who are tasked to render better educational settings for African immigrant students to succeed in United States schools.
[Abstract] Multicultural education is the teaching and learning of the histories and cultures of ... more [Abstract] Multicultural education is the teaching and learning of the histories and cultures of all students in the teaching-learning process in any educational system. According to Banks, (1997), it is an idea, an educational reform movement, and a process. Multicultural education for adult learners in higher education will address the needs of the growing trends of adult minority populations in the United States to promote diverse educational settings in the colleges and universities. The United States is considered to be one of the most diverse countries in the world, often called a " melting pot " society because of its diverse population (Gay, 1994). Today, multicultural education programs have been offered in most colleges and universities to address the growing trend of the diverse population (Banks, 2008). However, not much has been investigated about the significance of multicultural education for adult learners in higher education. The purpose of this article is to explain the importance of incorporating multicultural education programs in adult education curriculum and how practitioners of adult education can use it as a model to promote citizenship education. [Keywords] multicultural education in higher education; adult education curriculum; citizenship education
This research investigates the transformational teaching experiences of a novice award-winning te... more This research investigates the transformational teaching experiences of a novice award-winning teacher Data collection consisted primarily of interviews and observations. To support these methods, we utilized field notes and reflection journals to triangulate the data. To become a successful teacher, the teacher passed through transformational experiences of teaching challenges, preparation and organization skills, hard work and dedication, extracurricular activities, mentoring, and, most importantly, professional development
International Journal of Multicultural Education, 2016
This study uses qualitative interviews with 18 participants across five states to examine the fac... more 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.
This article investigates the transformative learning experiences of international graduate stude... more This article investigates the transformative learning experiences of international graduate students from Asian countries. Data collection consisted of quantitative and qualitative methods. Participants included international graduate students from Asia, in the Colleges of Arts and Sciences and Engineering. Overall, 82.3% of the participants reported having experienced transformative learning, while 17.7% reported no trans-formative experiences. Among participants who experienced transformative learning, 31.8% of the transformative experiences were associated with education only, 33.3% were by both education and noneducation, while 17.2% were noneducational. Ten participants were randomly selected to ensure representations across gender, age-group, and college for follow-up interviews. Majority of the participants experienced transformative learning as a result of both educational and noneducational activities. Major life changes such as student and faculty support, classroom discussions, new life experiences, and learning a new language emerged from the follow-up interviews.
The past two decades have witnessed a rapid increase of immigrant population in U.S. schools. Lit... more The past two decades have witnessed a rapid increase of immigrant population in U.S. schools. Little is known, however, about factors that promote cross-cultural experiences, academic achievement, and/or challenges of Black African immigrant youth, which is particularly significant today in the midst of the current social and political discourse over the influence of immigration in U.S. schools. Sixty Ghanaian-born immigrant students were recruited and interviewed. Analyses, which draw from in-depth interviews and observations, revealed that resilience to succeed, teacher and parent support, positive school environment, past histories including educational experiences, and challenging factors of racism, classism, xenophobia, acculturative stress, changes in curriculum, language, and cultural discrimination emerged as the major factors that largely influenced academic achievement of these learners.
a university of illinois, uSa; b university of the West indies, Barbados; c State university of n... more a university of illinois, uSa; b university of the West indies, Barbados; c State university of new york at albany, uSa ABSTRACT This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to study the ways in which my practice reflected awareness of my role as an educator. Findings from my teaching videos, written responses to students, and student evaluations suggested that my communication patterns with students reflected certain elements of multicultural awareness, as displayed by my attention to individual predispositions, cultural practices and personal stereotypes. The findings also appeared to indicate that multicultural and MLA interacted to reflect facilitation and symbiosis. Facilitation seemed apparent in my awareness of differences among students' cultures and my own as I monitored my linguistic processing. Symbiosis appeared to emanate from the recognition of how my response to individual predispositions facilitated my application of conversational strategies based on feedback. This, in turn, heightened my attention to stereotypical attitudes and behaviors. Implications for multicultural teacher education include the benefits of using autoethnographic self-study to scrutinize educators' awareness in practice as they determine the impact of this awareness on their instructional roles in multicultural teacher education. By extension, the study suggests that autoethnographic self-study research can provide additional lenses through which to interrogate monolithic perceptions of diversity in multicultural teacher education.
Educational resilience is often linked to educational success of various immigrant youth includin... more Educational resilience is often linked to educational success of various immigrant youth including Black immigrants despite the challenges they face. However, few studies have explored the factors that promote and/ or constrain educational resilience and academic achievement of Black immigrants. To address this gap, the current article focuses on the educational resilience and academic achievement of Ghanaian-born immigrants (N = 60) attending urban high schools in the United States. Results indicate that self-regulation, technology, religious faith, past experiences, parental support, resources, and safety issues played an important role. Implications and recommendations for educators and policymakers are discussed.
The study investigated the relationship between minority students' use of technology, social medi... more The study investigated the relationship between minority students' use of technology, social media, the number of online courses, program of study, satisfaction, and academic performance. Participants in the study were a diverse student body regarding age, gender, and educational level, and functioned at both undergraduate and graduate levels. Analysis of variance (ANOVA) and Chi-square tests were used to find the relationship between participants' online learning experiences and academic performance. Results showed that satisfaction and use of social media had no relationship with the academic performance of participants. However, a relationship existed between the use of technology, the number of courses in online, program of study, and academic performance. Categories that emerged from the open-ended questions were flexibility and time convenience, self-confidence, lack of support, self-regulated learning skills, and language and linguistic differences. The authors concluded that varying factors such as cultural, language, personal, and efficacy skills facilitated the academic performance of minority students in an online learning environment. This study reiterates the importance of establishing multicultural presence in an online course and suggests best pedagogical methods for teaching minority students in an online course.
Educational resilience is often linked to educational success of various immigrant youth includin... more Educational resilience is often linked to educational success of various immigrant youth including Black immigrants despite the challenges they face. However, few studies have explored the factors that promote and/ or constrain educational resilience and academic achievement of Black immigrants. To address this gap, the current article focuses on the educational resilience and academic achievement of Ghanaian-born immigrants (N = 60) attending urban high schools in the United States. Results indicate that self-regulation, technology, religious faith, past experiences, parental support, resources, and safety issues played an important role. Implications and recommendations for educators and policymakers are discussed.
World Health & Population, 2015
Transforming K-12 Classrooms with Digital Technology, 2014
Studying Teacher Education, 2016
ENGLISH: This autoethnographic self-study describes my interpretations of multicultural awareness... more ENGLISH: This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to study the ways in which my practice reflected awareness of my role as an educator. Findings from my teaching videos, written responses to students, and student evaluations suggested that my communication patterns with students reflected certain elements of multicultural awareness, as displayed by my attention to individual predispositions, cultural practices and personal stereotypes. The findings also appeared to indicate that multicultural and MLA interacted to reflect facilitation and symbiosis. Facilitation seemed apparent in my awareness of differences among students’ cultures and my own as I monitored my linguistic processing. Symbiosis appeared to emanate from the recognition of how my response to individual predispositions facilitated my application of conversational strategies based on feedback. This, in turn, heightened my attention to stereotypical attitudes and behaviors. Implications for multicultural teacher education include the benefits of using autoethnographic self-study to scrutinize educators’ awareness in practice as they determine the impact of this awareness on their instructional roles in multicultural teacher education. By extension, the study suggests that autoethnographic self-study research can provide additional lenses through which to interrogate monolithic perceptions of diversity in multicultural teacher education. SPANISH: Este self-study autoetnográfico describe mis interpretaciones de la conciencia de la multiculturalidad, con atención especial a la conciencia del multilingüismo, sobre la base de mis interacciones con 52 estudiantes en el contexto de dos cursos de alfabetización en el transcurso de un año. El self-study autoetnográfico proveyó una manera para focalizar mis reflexiones sobre la práctica y para estudiar los modos en que mi práctica reflejaba un tipo de conocimiento sobre mi rol como educador. Los hallazgos que surgen de las grabaciones en video de mi enseñanza, reacciones escritas de los estudiantes y sus evaluaciones muestran que mis patrones comunicativos con los estudiantes reflejaban ciertos elementos de una sensibilidad por lo multicultural, como mi atención a predisposiciones individuales, prácticas culturales y estereotipos personales. Los hallazgos también parecen indicar que esta sensibilidad por lo multicultural y lo multilingüe interactuaban para reflejar facilitación y simbiosis. La facilitación aparecía fuertemente en mi conciencia de diferencias entre las culturas de mis estudiantes y la mía, mientras monitoreaba mi procesamiento lingüístico. La simbiosis parece emanar del reconocimiento del modo en que mi respuesta a predisposiciones individuales facilitaba mi aplicación de estrategias conversacionales basadas en la retroalimentación. Esto, a su vez, focalizó mi atención a actitudes y comportamientos estereotipados. Algunas de las implicancias para la formación docente multicultural incluyen los beneficios del uso del self-study autoetnográfico para examinar la sensibilidad de los educadores en práctica, al tiempo que determinan el impacto de esta sensibilidad en sus roles docentes en la formación multicultural de profesores. Por extensión, el estudio sugiere que la investigación en self-study autoetnográfico puede proveer lentes adicionales a través de los cuales interrogar percepciones monolíticas de la diversidad en la formación docente multicultural.
![Research paper thumbnail of Rethinking ‘Underperformance’ for Black English Speakers: Beyond Achievement to Opportunity [Journal of Black Studies]](https://attachments.academia-assets.com/59744853/thumbnails/1.jpg)
](Journal of Black Studies, 2019
We draw on the concept of the opportunity gap explanatory framework in this study to problematize... more We draw on the concept of the opportunity gap explanatory framework in this study to problematize the notion of ‘(under)performance’ of Black American (i.e., African-American) and Black immigrant youth. Examining reading literacy achievement results of Black American and Black immigrant youth using a corpus of data from the 2012 Program of International Student Assessment (PISA), we demonstrate the ways in which these youth self-identified as language speakers on the PISA reading literacy assessment measure, the influence of this self-identification on interpretations of their reading literacy, and the influence of other demographic factors on this achievement across sub-groups. We suggest that the disaggregation of data for Black sub-populations can allow for a better understanding of the ways in which demographic, social, and cultural factors impact achievement within specific Black sub-groups. We also highlight the need for reframing examinations of Black students’ literacies in ways that are humanizing. Implications for research, practice, and policy are provided. https://journals.sagepub.com/doi/abs/10.1177/0021934719851870?journalCode=jbsa