“At School, It's a Completely Different World”: African Immigrant Youth Agency and Negotiation of Their Adaptation Processes in US Urban Schools

African immigrant youth adaptation processes in US schools remain under-researched. Using qualitative case study, this article examines West African immigrant middle- and high-school youth adaptation experiences in US urban schools. Findings show that racialized experiences, English proficiency leve...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2025-01, Vol.60 (1), p.249-278
Main Authors: Kiramba, Lydiah Kananu, Traore, Hanihani Moundiba, Trainin, Guy
Format: Article
Language:English
Subjects:
African cultural groups
Case studies
Ethnic identity
Family school relationship
Immigrant students
Immigrants
Multilingualism
Resilience
Stress
Urban areas
Urban schools
Youth
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Summary:African immigrant youth adaptation processes in US schools remain under-researched. Using qualitative case study, this article examines West African immigrant middle- and high-school youth adaptation experiences in US urban schools. Findings show that racialized experiences, English proficiency levels, and multilingualism affected social relationships (both supportive and conflicted) with families, communities, peers, and school contexts. These experiences crucially influenced African immigrant youths’ adaptation processes. Participants drew from community resources and developed resilience skills to negotiate acculturative stressors when seeking friendship, belonging, and an integrated sense of identity in their new home. Recommendations for further supporting positive adaptive strategies are discussed.
ISSN:0042-0859
1552-8340
DOI:10.1177/00420859221140407