Titlebook: Immigrant Teachers, American Students; Cultural Differences Namulundah Florence Book 2011 Namulundah Florence 2011 academic excellence.Ethn

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Comparative Overview of African and U.S. Society,y, 2000; Ladson-Billings, 1995a, 1995b; McCarthy, 1990, 1993; Nieto, 2004). They ascribe minority students’ alienation and poor academic performance to structural biases. Borjas (1999) attributes academic success and economic mobility in immigrants to assimilation. In contrast, Ravitch (1995; Ravitc

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Comparative Overview of African and U.S. Society,ss of attaining this goal (Apple, 1996, 2006, 2008; Ravitch, 1995; Ravitch and Viteritti, 2001). Similar concerns arise in accommodating the needs of immigrants or English-language learners, given ongoing migrations and cross-border permeability (Nieto, 2004). The reliance on tests to measure studen

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Respect,ized in close-knit communities that emphasize external discipline are more tolerant of social regulations as an inevitable convention; order comes from formalized roles and status as demonstrated in Aminata’s depiction of American students as “more vocal” compared to those in Sierra Leone. Foreign-t

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