Immigrant-Responsive Multicultural Education in the United States

In this article, it is proposed that systematic attention to certain characteristics of newcomer immigrant students' identity construction could enhance the premises of the field of multicultural education in the United States, with immigrant-responsive insights. Elements from the scholarship i...

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Bibliographic Details
Published in:Diaspora, indigenous and minority education indigenous and minority education, 2011-01, Vol.5 (1), p.17-32
Main Author: Oikonomidoy, Eleni
Format: Article
Language:English
Subjects:
Cultural Differences
Cultural identity
Development
Educational Research
Educational Sociology
Identification (Psychology)
Identity
Immigrants
Minority students
Multicultural Education
Noncitizens
Social Influences
Social Integration
Social Psychology
Sociology
Stranger Reactions
Student Needs
U.S.A
United States
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Summary:In this article, it is proposed that systematic attention to certain characteristics of newcomer immigrant students' identity construction could enhance the premises of the field of multicultural education in the United States, with immigrant-responsive insights. Elements from the scholarship in the sociology of migration, which attend to critical elements of immigrant identity development, are borrowed for this purpose. These are the constitutive role of relocation, the multifaceted character of identities that transcends the home-host cultural divide, and the future-orientation of immigrants' identity. The ways in which these areas inform 3 key dimensions of multicultural education are discussed. It is proposed that systematic, continual, and dynamic attention to the needs of newcomer students is essential for their academic and social integration and success.
ISSN:1559-5692
1559-5706
DOI:10.1080/15595692.2011.534400