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Race, Class, Gender, and Immigrant Identities in Education = Perspectives from First and Second Generation Ethiopian Students /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Race, Class, Gender, and Immigrant Identities in Education/ by Adrienne Wynn, Greg Wiggan, Marcia J. Watson-Vandiver, Annette Teasdell.
Reminder of title:	Perspectives from First and Second Generation Ethiopian Students /
Author:	Wynn, Adrienne.
other author:	Wiggan, Greg.
Description:	IX, 228 p. 18 illus., 10 illus. in color.online resource. :
Contained By:	Springer Nature eBook
Subject:	Educational sociology. -
Online resource:	https://doi.org/10.1007/978-3-030-75552-2
ISBN:	9783030755522

Race, Class, Gender, and Immigrant Identities in Education = Perspectives from First and Second Generation Ethiopian Students /
Wynn, Adrienne.

Race, Class, Gender, and Immigrant Identities in EducationPerspectives from First and Second Generation Ethiopian Students /[electronic resource] :by Adrienne Wynn, Greg Wiggan, Marcia J. Watson-Vandiver, Annette Teasdell. - 1st ed. 2021. - IX, 228 p. 18 illus., 10 illus. in color.online resource. - Palgrave Studies in Race, Inequality and Social Justice in Education,2524-6348. - Palgrave Studies in Race, Inequality and Social Justice in Education,.

Introduction: Background and History of Ethiopia and Cultural Context -- Chapter 1. Ethiopia Un-Colonized and Unbound: Ancient to Present -- Chapter 2. Black Like Me: Concepts of Africanness, Blackness, and Beauty -- Chapter 3. Socialization and Discontent: Assimilation, Acculturation, and Internal Conflict -- Chapter 4. Immigrant in the U.S.: Black but Immigrant -- Chapter 5. Ethiopian Women: Social Context and the Study -- Chapter 6. Family: Traditions, Customs and Modernity -- Chapter 7. A Foreign Land: Identifying as Ethiopian and Black / and or versus African-American -- Chapter 8. Gender, School, and Culture: Education and Beyond -- Chapter 9. Creating a Pathway for the Future: Recommendations and Conclusion.

This volume addresses the underlying intersections of race, class, and gender on immigrant girls’ experiences living in the US. It examines the impact of acculturation and assimilation on Ethiopian girls’ academic achievement, self-identity, and perception of beauty. The authors employ Critical Race Theory, Critical Race Feminism, and Afrocentricity to situate the study and unpack the narratives shared by these newcomers as they navigate social contexts rife with racism, xenophobia, and other forms of oppression. Lastly, the authors examine the implications of Ethiopian immigrant identities and experiences within multicultural education, policy development, and society. .

ISBN: 9783030755522

Standard No.: 10.1007/978-3-030-75552-2doiSubjects--Topical Terms:

555555
Educational sociology.

LC Class. No.: LC189-214.53

Dewey Class. No.: 306.43

Race, Class, Gender, and Immigrant Identities in Education = Perspectives from First and Second Generation Ethiopian Students /
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