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"I will not lose my children": The N...

Shani, Serah.

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"I will not lose my children": The New York City Ghanaian network village and their academic success pursuits.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	"I will not lose my children": The New York City Ghanaian network village and their academic success pursuits./
作者:	Shani, Serah.
面頁冊數:	313 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3321.
Contained By:	Dissertation Abstracts International71-09A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3420827
ISBN:	9781124180991

"I will not lose my children": The New York City Ghanaian network village and their academic success pursuits.
Shani, Serah.

"I will not lose my children": The New York City Ghanaian network village and their academic success pursuits. - 313 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3321.

Thesis (Ph.D.)--Columbia University, 2010.

This ethnographic study compares how elite and nonelite Ghanaian-born immigrant parents in New York City influence their children's academic achievement in primary schools. From an anthropological approach, this study used participant observation, semi-structured and unstructured interviews, genealogies, life histories, survey questionnaires and archival research to explore and examine if and how elite and nonelite Ghanaian born parents differ in attitudes and behaviors towards schooling and evaluate how these ideas affect their children academic achievement. These encompass both a comparison, as well as a direct search for patterns between children's academic performance and parents' attitudes and behaviors in the two categories.

ISBN: 9781124180991Subjects--Topical Terms:

1017673
Black Studies.

"I will not lose my children": The New York City Ghanaian network village and their academic success pursuits.
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245 1 0 $a "I will not lose my children": The New York City Ghanaian network village and their academic success pursuits.
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502 $a Thesis (Ph.D.)--Columbia University, 2010.
520 $a This ethnographic study compares how elite and nonelite Ghanaian-born immigrant parents in New York City influence their children's academic achievement in primary schools. From an anthropological approach, this study used participant observation, semi-structured and unstructured interviews, genealogies, life histories, survey questionnaires and archival research to explore and examine if and how elite and nonelite Ghanaian born parents differ in attitudes and behaviors towards schooling and evaluate how these ideas affect their children academic achievement. These encompass both a comparison, as well as a direct search for patterns between children's academic performance and parents' attitudes and behaviors in the two categories.
520 $a These elite and nonelite Ghanaian-born immigrant parents, informed by their cultural model exhibited ambivalent attitudes and views towards their children's schooling in New York City. Using a comparative stance, an underlying theme and framework that guides their perceptions and behaviors, parents compared NYC schools to those in Ghana. This dialectic made them view schools as sites of hope for socioeconomic mobility, as well as sites for contestation of their Ghanaian values termed as advantages and disadvantages respectively. They perceived schools as spaces where their children could benefit from a valued U.S. education as well as one where they could lose their Ghanaian culture. In an attempt to create an ideal imagined situation where they can have both the culture and the "good" American education, parents practiced their agency in deconstructing the disadvantage, expressed in children sudden behavior changes that are anomalous to the Ghanaian culture by constructing a "discipline child" imbued with Ghanaian values, that can do well in both the school as well as fit in the Ghanaians transnational lives, an aspect they perceive missing in the schools. Children that did practice Ghanaians values represented as "discipline" were perceived by both teachers and parents as making progress within the school setting.
520 $a This study contributes to the literature on immigrant adaptation and their home-school relations that school practitioners, policy makers and school social scientists associate with academic achievement. By constructing these disciplined children, within the Ghanaian networks, which do well in their academic performance, Ghanaian-born parents challenge the traditional notions of parental involvement indicators as evaluated within the standards and confines of the schools that puts less emphasis on the complex ways parents engage in their children's schooling outside of the school system.
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