Alex Kumi-Yeboah
Biographic Data
| ID | 154463 |
|---|---|
| NAME | Alex Kumi-Yeboah |
| GIVEN NAMES | Alex |
| FAMILY NAME | Kumi-Yeboah |
| SIGNATURE | KUMI-YEBOAH A |
| AFFILIATIONS | University at Albany, State University of New York |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 49 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 4 |
Teaching Black Immigrant Students in Urban Schools
Cultural Diversity in Online Education
Purpose/Objectives/Research/Focus of Study This qualitative study investigated online instructors’ perceptions of cultural diversity in the online classroom and the challenges that instructors of online courses encounter in their efforts to incorporate cultural diversity and multicultural learning contents in the online learning environment. An associated goal of the study was to explore the instructional strategies that online instructors use to…
Coping experiences of graduate students on full-time employment and full-time academic programmes
There are full-time employed graduate students who undertake full-time studies at universities in other countries but there is minimal documentation of such engagements in Ghana. This study explored the coping experiences of full-time workers who are pursuing full-time graduate studies in a Ghana higher institution. Purposeful sampling was deployed to recruit ten graduate students from whom information was gathered using one-on-one semi-structure…
Navigating multiple worlds of Ghanaina-born immigrant adolescent girls in US urban schools
Educational Resilience and Academic Achievement of Immigrant Students From Ghana in an Urban School Environment
Educational resilience is often linked to educational success of various immigrant youth including Black immigrants despite the challenges they face. However, few studies have explored the factors that promote and/or constrain educational resilience and academic achievement of Black immigrants. To address this gap, the current article focuses on the educational resilience and academic achievement of Ghanaian-born immigrants ( N = 60) attending ur…
Rethinking “(Under) Performance” for Black English Speakers
We draw on the concept of the opportunity gap explanatory framework in this study to problematize the notion of “(under)performance” of Black American (i.e., African American) and Black immigrant youth. Examining reading literacy achievement results of Black American and Black immigrant youth using a corpus of data from the 2012 Program for International Student Assessment (PISA), we demonstrate the ways in which these youth self-identified as la…
Exploring Factors That Facilitate Acculturation Strategies and Academic Success of West African Immigrant Youth in Urban Schools
Immigrant students in U.S. educational system experience challenges learning to adapt and integrate into new educational environments. Little is known, however, about factors that facilitate acculturation strategies of immigrant youth from West Africa and how they affect their academic success and challenges faced. Considering the current political discourse over the influence of immigration in U.S. schools, 20 immigrant youth from Ghana and Nige…
Understanding Afro-Caribbean educators’ experiences with Englishes across Caribbean and U.S. contexts and classrooms
Cross-Cultural Educational Experiences and Academic Achievement of Ghanaian Immigrant Youth in Urban Public Schools
The past two decades have witnessed a rapid increase of immigrant population in U.S. schools. Little is known, however, about factors that promote cross-cultural experiences, academic achievement, and/or challenges of Black African immigrant youth, which is particularly significant today in the midst of the current social and political discourse over the influence of immigration in U.S. schools. Sixty Ghanaian-born immigrant students were recruit…
Critical Multicultural Citizenship Education among Black Immigrant Youth
This study uses qualitative interviews with 18 participants across five states to examine the factors that promote enhancement of critical multicultural education for Black immigrant youth. Findings suggest that class discussion, influence of social media and technology, non-educational practices, and cultural and language differences are the leading factors that promote the advancement of critical multicultural citizenship education for particip…
Exploring Factors That Facilitate Acculturation Strategies and Academic Success of West African Immigrant Youth in Urban Schools
Immigrant students in U.S. educational system experience challenges learning to adapt and integrate into new educational environments. Little is known, however, about factors that facilitate acculturation strategies of immigrant youth from West Africa and how they affect their academic success and challenges faced. Considering the current political discourse over the influence of immigration in U.S. schools, 20 immigrant youth from Ghana and Nige…
Cross-Cultural Educational Experiences and Academic Achievement of Ghanaian Immigrant Youth in Urban Public Schools
The past two decades have witnessed a rapid increase of immigrant population in U.S. schools. Little is known, however, about factors that promote cross-cultural experiences, academic achievement, and/or challenges of Black African immigrant youth, which is particularly significant today in the midst of the current social and political discourse over the influence of immigration in U.S. schools. Sixty Ghanaian-born immigrant students were recruit…
Educational Resilience and Academic Achievement of Immigrant Students From Ghana in an Urban School Environment
Educational resilience is often linked to educational success of various immigrant youth including Black immigrants despite the challenges they face. However, few studies have explored the factors that promote and/or constrain educational resilience and academic achievement of Black immigrants. To address this gap, the current article focuses on the educational resilience and academic achievement of Ghanaian-born immigrants ( N = 60) attending ur…
Understanding Afro-Caribbean educators’ experiences with Englishes across Caribbean and U.S. contexts and classrooms
Critical Multicultural Citizenship Education among Black Immigrant Youth
This study uses qualitative interviews with 18 participants across five states to examine the factors that promote enhancement of critical multicultural education for Black immigrant youth. Findings suggest that class discussion, influence of social media and technology, non-educational practices, and cultural and language differences are the leading factors that promote the advancement of critical multicultural citizenship education for particip…
Teaching Black Immigrant Students in Urban Schools
Coping experiences of graduate students on full-time employment and full-time academic programmes
There are full-time employed graduate students who undertake full-time studies at universities in other countries but there is minimal documentation of such engagements in Ghana. This study explored the coping experiences of full-time workers who are pursuing full-time graduate studies in a Ghana higher institution. Purposeful sampling was deployed to recruit ten graduate students from whom information was gathered using one-on-one semi-structure…
Navigating multiple worlds of Ghanaina-born immigrant adolescent girls in US urban schools
Critical Multicultural Citizenship Education among Black Immigrant Youth
This study uses qualitative interviews with 18 participants across five states to examine the factors that promote enhancement of critical multicultural education for Black immigrant youth. Findings suggest that class discussion, influence of social media and technology, non-educational practices, and cultural and language differences are the leading factors that promote the advancement of critical multicultural citizenship education for particip…
Understanding Afro-Caribbean educators’ experiences with Englishes across Caribbean and U.S. contexts and classrooms
Cross-Cultural Educational Experiences and Academic Achievement of Ghanaian Immigrant Youth in Urban Public Schools
The past two decades have witnessed a rapid increase of immigrant population in U.S. schools. Little is known, however, about factors that promote cross-cultural experiences, academic achievement, and/or challenges of Black African immigrant youth, which is particularly significant today in the midst of the current social and political discourse over the influence of immigration in U.S. schools. Sixty Ghanaian-born immigrant students were recruit…
Rethinking “(Under) Performance” for Black English Speakers
We draw on the concept of the opportunity gap explanatory framework in this study to problematize the notion of “(under)performance” of Black American (i.e., African American) and Black immigrant youth. Examining reading literacy achievement results of Black American and Black immigrant youth using a corpus of data from the 2012 Program for International Student Assessment (PISA), we demonstrate the ways in which these youth self-identified as la…
Exploring Factors That Facilitate Acculturation Strategies and Academic Success of West African Immigrant Youth in Urban Schools
Immigrant students in U.S. educational system experience challenges learning to adapt and integrate into new educational environments. Little is known, however, about factors that facilitate acculturation strategies of immigrant youth from West Africa and how they affect their academic success and challenges faced. Considering the current political discourse over the influence of immigration in U.S. schools, 20 immigrant youth from Ghana and Nige…
Cultural Diversity in Online Education
Purpose/Objectives/Research/Focus of Study This qualitative study investigated online instructors’ perceptions of cultural diversity in the online classroom and the challenges that instructors of online courses encounter in their efforts to incorporate cultural diversity and multicultural learning contents in the online learning environment. An associated goal of the study was to explore the instructional strategies that online instructors use to…
Coping experiences of graduate students on full-time employment and full-time academic programmes
There are full-time employed graduate students who undertake full-time studies at universities in other countries but there is minimal documentation of such engagements in Ghana. This study explored the coping experiences of full-time workers who are pursuing full-time graduate studies in a Ghana higher institution. Purposeful sampling was deployed to recruit ten graduate students from whom information was gathered using one-on-one semi-structure…
Navigating multiple worlds of Ghanaina-born immigrant adolescent girls in US urban schools
Educational Resilience and Academic Achievement of Immigrant Students From Ghana in an Urban School Environment
Educational resilience is often linked to educational success of various immigrant youth including Black immigrants despite the challenges they face. However, few studies have explored the factors that promote and/or constrain educational resilience and academic achievement of Black immigrants. To address this gap, the current article focuses on the educational resilience and academic achievement of Ghanaian-born immigrants ( N = 60) attending ur…
Teaching Black Immigrant Students in Urban Schools
Pedagogy (10 works) · Psychology (9 works) · Sociology (9 works) · Political science (8 works) · Immigration (7 works) · Social Psychology (5 works) · Critical Race Theory in Education (4 works) · Gender Studies (4 works) · Gender Studies (4 works) · Social science (4 works)