My findings suggest that the Somali Bantu students in the study have an incomplete understanding of the U.S. school system, have not had prior exposure to subject matter crucial to their academic success in school, and exert downward peer pressure upon one another that is hard for them to overcome. Teacher responses to these students include negotiating and bargaining, avoidance, disappointment and frustration, and regret. I argue that continued inattention to the educational and social needs of these students will most likely result in a loss of academic potential and human capital that will affect these students, their families, and the larger communities in which they reside.Finally, all three focal students seemed to have difficulty with focusing on and completing worksheets copied straight ... into his t-shirt as Ms. Endicott read a passage from Beowulf that described the battlefield and Beowulf s preparation for war.
|Title||:||Who Really Wants "The Tired, the Poor, and the Huddled Masses" Anyway?: A Study of the Socio-cultural Factors that Influence and Constrain the Academic Success of Somali Bantu Male High School Students|
|Author||:||Kevin C. Roxas|
|Publisher||:||ProQuest - 2008|