Negotiating a Sense of Identity in a Foreign Land: Navigating Public School Structures and Practices That Often Conflict With Haitian Culture and Values Article

Cone, N, Buxton, C, Lee, O et al. (2014). Negotiating a Sense of Identity in a Foreign Land: Navigating Public School Structures and Practices That Often Conflict With Haitian Culture and Values . URBAN EDUCATION, 49(3), 263-296. 10.1177/0042085913478619

cited authors

  • Cone, N; Buxton, C; Lee, O; Mahotiere, M

authors

abstract

  • As part of a larger investigation into the educational experiences of Haitians in South Florida, this study explores factors that influence the identity development and academic success of Haitian students. Individual and focus group interviews with Haitian students, parents, and teachers provide the context for studying how pressures from both home and school shape the identity development of Haitian youth. Using a conceptual framework grounded in both structural and cultural analysis of identity formation, we describe three themes that emerged from our analysis: (a) learning as recitation or inquiry, (b) teacher as strict parent or lenient spectator, and (c) peers like me or Americanization. © The Author(s) 2013.

publication date

  • January 1, 2014

published in

Digital Object Identifier (DOI)

start page

  • 263

end page

  • 296

volume

  • 49

issue

  • 3