Download or read book The Effects of Ethnic Identity on National Unity Among Nigerian Students in the Washington Metropolitian Area written by Moses Ekundayo Olobatuyi and published by . This book was released on 1987 with total page 662 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2002 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Sociological Abstracts written by Leo P. Chall and published by . This book was released on 2003 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt: CSA Sociological Abstracts abstracts and indexes the international literature in sociology and related disciplines in the social and behavioral sciences. The database provides abstracts of journal articles and citations to book reviews drawn from over 1,800+ serials publications, and also provides abstracts of books, book chapters, dissertations, and conference papers.
Download or read book Nationalism and tribalism among African students written by Otto Klineberg and published by Walter de Gruyter GmbH & Co KG. This book was released on 2019-01-29 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: No detailed description available for "Nationalism and tribalism among African students".
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1989 with total page 1252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book ASA News written by African Studies Association and published by . This book was released on 1989 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Canadian Review of Studies in Nationalism written by and published by . This book was released on 1997 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Fachkatalog Afrika Pt 3 Westafrika III written by Stadt- und Universitätsbibliothek Frankfurt am Main and published by . This book was released on 1976 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Black Americans Diversity written by Basirat O. Alabi and published by . This book was released on 2012 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: African immigrants are a growing part of the American population. The social adjustment of youth from these families has not been systematically examined by psychologists. More detailed consideration of outcomes of youth in these families can expand research on children of immigration in useful directions. The present study compared academic outcomes of youth from African immigrant families with those of African American youth--i.e., native born Black Americans whose family have resided in the America since the 19th century. It was hypothesized that socialization and individual conceptions of the ethnic group would influence academic achievement. A mixed method approach was employed to address the historically ambivalent relationship between ethnic identity and achievement. Mediating variables - socialization, students' attitudes and students' orientations - were proposed to explain both a general and ethnic-socialization model of academic achievement. Among the quantitative measures, reported parental education attainment was the strongest positive predictor of achievement in the general model. Significant, moderated mediation effects were found in the ethnic-socialization model, which examined the positive and negative association between ethnic identity and academic outcomes simultaneously. Particularly, the interaction term of embedded ethnic identity and private regard positively predicted grades, such that students for who viewed achievement as important to the ethnic group reported earning higher grades than their peers when they also held a positive view of their own ethnic group. Equally, the interaction term of stigma consciousness and public regard negatively predicted Grades, such that students who believed outgroup members viewed their ethnic group positively reported earning lower grades when they were concerned about being negatively stereotyped than did their peers. Findings from the case studies suggest that Black youth may discount the role of negative intergroup experiences and discrimination in their academic careers. They further highlighted parent expectation and a yoked sense of achievement and ethnic group belonging as motivating for achievement orientation. Results from the current study provide support for the utility of jointly examining the dual relationship between ethnic identity and academic outcomes.
Download or read book Africanisms in Afro American Language Varieties written by Salikoko S. Mufwene and published by University of Georgia Press. This book was released on 1993 with total page 528 pages. Available in PDF, EPUB and Kindle. Book excerpt: For review see: Daniel J. Crowley, in New West Indian Guide / Nieuwe West-Indische Gids, vol. 70, no. 1 & 2 (1996); p. 188-190.
Download or read book Ethnicity and National Integration in Nigeria written by Nigerian Institute of Advanced Legal Studies and published by . This book was released on 2004 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ethnicity Race and Nationality in Education written by N. Ken Shimahara and published by Routledge. This book was released on 2001-07 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explores contemporary issues of ethnic, cultural, and national identities and their influence on the social construction of identity, from the perspectives of seven nations: China, Israel, Japan, South Africa, Ukraine, Wales, & the U.S.
Download or read book Decolonizing History Historical Consciousness Identity and Civic Engagement of Nigerian Youth written by Rhoda Nanre Nafziger and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Historical consciousness is the way in which we use knowledge of the past to inform our present and future actions. History and culture tie human societies together and provide them with reference points for understanding the past, present and future. Education systems that strip people from their culture and history are inherently violent as they attempt to alienate the individual from his or her cultural identity, separate them from their past and thus cultivate ruptures in the social fabric. Racism is a tool is used to justify neocolonialism and capitalist hegemony. As such, neocolonial education systems reproduce violence and social instability through the negation of history and culture. This dissertation examines the neocolonial and racist legacies in education in Africa through the analysis of Nigeria's history education policy and the historical consciousness of Nigerian youth. This study draws upon theoretical frameworks of Fanonian decoloniality, Critical Race Theory and historical materialism to assess the intersections of race, history, and culture in the formation of the historical consciousness of Nigerian youth, and how this informs their identity and civic actions. This dissertation research includes an in-depth analysis of Nigeria's education policy, tracing the origin and influences of history education and social studies policy from the early 20th century through independence and up to the present day. It finds that radical movements in Africanizing history education were countered by the new Nigerian elite soon after independence. Social studies was promoted by the US government to Nigeria and other African countries as an alternative to history education, citing its usefulness in the path towards Western styled development. As such, the social studies curriculum encouraged conformity and obedience for Nigerian citizens while advocating for the evasive goal of national unity. Over the next fifty years the Historical Society of Nigeria would struggle to return history back to the curriculum. But, when it was finally returned, it came with concessions. In the second part of my study, using a Youth Participatory Action Research framework, this study demonstrates that despite widespread youth pessimism, Nigerian youth have a sense of historical consciousness. Due to the lack of historical knowledge, they create a 'pidginized' history, made up of different interpretations of the past from a variety of sources including stories, popular media along with written texts. Youth weave historical narratives into their identity and sense of self. While globalized cultural racism impacts youth identity, collaborative history has the potential to restore cultural identity, repair broken relationships between youth and elders, and increase young people's interest and capacity for civic engagement. In conclusion, I argue that Nigerian youth have become the inevitable victims of culturally racist neocolonial education policies; the removal of points of cultural reference through the marginalization of history education. As such, they face limitations in developing critical historical consciousness and the possibilities for cultural renewal. This study challenges the conception that familial and ethnic ties and allegiances are antithetical to development but gather further evidence that cultural resistance, rooted in local struggle, is critical to the broader struggle for racial justice and decolonization even in majority Black nations like Nigeria. Finally, this dissertation asserts that the new efforts to return history to Nigeria's curriculum must affirm global Black pan-Africanist identity situated in global context. If history education is to be useful to the task of nation building and social and economic development, it must engender critical historical consciousness, and center youth in all efforts towards engaged citizenship and the re-envisioning of a democratic Nigerian state. The new history project must also embrace the importance of all ethnic groups, including minorities, who are all part of the Nigerian development project. Changes through history education will only be relevant when they are rooted in a broader context of social and cultural renewal.
Download or read book Relationship Between Ethnic Identity Perceived Acceptance and Sociocultural Adjustment of African Students in the United States written by Angellar Manguvo and published by . This book was released on 2013 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the experiences of African students in relation to their ethnic identity, perceived acceptance, and sociocultural adjustment, as well as the interrelationship among the constructs. An exploratory mixed methods research design was utilized in which the qualitative phase was conducted first, results of which were used to inform and guide the quantitative phase. The first three research questions of the study sought to qualitatively explore the emergent constructs whereas the forth research question sought to explore the relationship among the constructs. African students in this study experienced varied challenges as they navigated into their new environment. They, however, rarely sought professional assistance; rather, they preferred culturally-responsive programs initiated by fellow Africans. African students also negotiated two main identities. First, they consolidated their ethnic and national differences and embraced a monolithic African identity. Second, they negotiated a racial identity in a racially polarized society. African students also exhibited varied meta-perceptions. Over all, they perceived themselves as better accepted as individuals than they perceived their in-group to be. In terms of the relationship between ethnic identity, perceived acceptance, and sociocultural adjustment, ethnic pride was positively correlated with sociocultural adjustment factors. The converse was true for ethnic belonging; participants who associated more with fellow Africans tended to experience more adjustment difficulties. Interestingly, participants who held negative meta-perceptions tended to speak more positively of Africa, associate more with fellow Africans, and experience more sociocultural adjustment problems. In conclusion, this study reveals the multidimensionality of Africanity as a form of ethnic identity and how its different facets relate differently with perceived acceptance and sociocultural adjustment. The study also shows how the sojourning experiences of African students are embedded within their meta-perceptions, with negative meta-perceptions having adverse effects on sociocultural adjustment. Findings from this study have practical implications on the adjustment of African students in particular and international students in general.
Download or read book The Influence of African American Urban High School Students Ethnic Identity and Coping Strategies on Academic Involvement and Psychological Adjustment written by Hanik Jo and published by . This book was released on 1998 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Ethnic Identity Stage Development on the Intercultural Sensitivity of African American Students During Study Abroad written by Thandiwe T. Dinani and published by . This book was released on 2016 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: African-American students represent 12% of the 14 million students enrolled in higher education institutions (National Center for Education Statistics, 2013). However, African-American students participate in study-abroad programs at a much lower percentage; African-American students represent 5% of the total number of students who study abroad each year (Institute of International Education, 2014). Therefore, colleges and universities face pressure to increase the number of underrepresented students studying abroad. The underrepresentation of African-American students in study-abroad programs has also increased the need to explore the experiences of African-American students who do study abroad. -- A constructivist grounded theory approach was utilized to explore the experiences of 15 African-American students who participated in immersive study-abroad programs in 13 countries on 5 continents. Four semi-structured interviews were conducted with each participant (pre-, during, and post-study abroad). Findings were organized around chronological themes (increasing race salience while abroad, conversations with host nationals about U.S. history of racial conflict, freedom from pervading racial topics and tension in the United States) and conceptual themes (affirmation of physical features, need for cultural mentors, spiritual development, and increased intercultural sensitivity). The findings indicate a student stage of ethnic identity development has an impact on their ability to develop intercultural sensitivity while abroad. Findings also highlighted the difference in experiences of male and female participants, importance of training cultural mentors to provide adequate support to students who study abroad, and propose that DuBois concept of double consciousness is a phenomenon still experienced by African-American students who study abroad, a century after the concept was first introduced.
