Alex Kumi–yeboah
Biographic Data
| ID | 4874685 |
|---|---|
| NAME | Alex Kumi–yeboah |
| GIVEN NAMES | Alex |
| FAMILY NAME | Kumi–yeboah |
| SIGNATURE | YEBOAH A K |
| AFFILIATIONS | University at Albany, State University of New York |
| ORCID | 0000-0002-1850-0746 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 51 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Addressing the role of technology in internationalization at a distance
The past two decades have witnessed a surge of distance learning in higher education across the world. Scholars have argued that this is due to the increasing use and recognition of technologies to act as a means, channel and source for internationalization of knowledge. Further, internationalization at a distance (IaD) has seen a rapid increase in universities in Ghana, sub‐Saharan Africa, due to increased use of digital technologies and high de…
An exploratory study of instructors' perceptions on inclusion of culturally responsive pedagogy in online education
The rapid growth of diverse learners in online learning has made it imperative for online instructors to incorporate multicultural resource curricula and instructional activities. This research aimed to explore online instructors' perceptions of culturally responsive pedagogy in online education; examine how instructors integrate culturally responsive pedagogy strategies in the online learning environment; and explore the challenges in facilitati…
Diverse students' perspectives on privacy and technology integration in higher education
The rapid increase and use of educational technologies have a significant impact on students' privacy, personal information and metadata in higher education. The past two decades have also witnessed the process where information about students is stored and handled outside premises and control of learning institutions. The personal information about students and their activity while they interact with learning management systems (LMS) and online …
Strategies for overcoming the digital divide during the Covid ‐19 pandemic in higher education institutions in Ghana
The COVID‐19 pandemic led to the closure of higher educational institutions (HEIs) and affected the teaching learning processes in educational institutions of all levels. The pandemic increased the digital gap of the existing minimal Internet connectivity and access to digital technology. As a result of the impact of the pandemic on education, HEIs in Ghana moved from traditional face‐to‐face classes to remote education or hybrid learning. Theref…
Cultural and linguistic experiences of immigrant youth
This study explores experiences of 50 culturally and linguistically diverse African immigrant students attending public urban middle and high schools in the US. Drawing on in-depth interviews, and through constant comparison analysis, emerging findings highlight pedagogical, linguistic, and curricular variation struggles in the classroom; transitional contextual challenges; cultural mismatch; miscommunication, and stereotypes. In light of these e…
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…
It’s Like They Don’t Recognize What I Bring to the Classroom”
Discourses of African immigrant children are rare in educational research. As such, African immigrant educational experiences are often obscured (in part, owing to the model minority myth about Africans based on higher education degrees received by African immigrants), as well as the actual experiences and realities for African immigrant K-12 students. This qualitative study examines cross-cultural educational experiences of 30 Black African immi…
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
It’s Like They Don’t Recognize What I Bring to the Classroom”
Discourses of African immigrant children are rare in educational research. As such, African immigrant educational experiences are often obscured (in part, owing to the model minority myth about Africans based on higher education degrees received by African immigrants), as well as the actual experiences and realities for African immigrant K-12 students. This qualitative study examines cross-cultural educational experiences of 30 Black African immi…
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…
It’s Like They Don’t Recognize What I Bring to the Classroom”
Discourses of African immigrant children are rare in educational research. As such, African immigrant educational experiences are often obscured (in part, owing to the model minority myth about Africans based on higher education degrees received by African immigrants), as well as the actual experiences and realities for African immigrant K-12 students. This qualitative study examines cross-cultural educational experiences of 30 Black African immi…
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…
Cultural and linguistic experiences of immigrant youth
This study explores experiences of 50 culturally and linguistically diverse African immigrant students attending public urban middle and high schools in the US. Drawing on in-depth interviews, and through constant comparison analysis, emerging findings highlight pedagogical, linguistic, and curricular variation struggles in the classroom; transitional contextual challenges; cultural mismatch; miscommunication, and stereotypes. In light of these e…
Teaching Black Immigrant Students in Urban Schools
An exploratory study of instructors' perceptions on inclusion of culturally responsive pedagogy in online education
The rapid growth of diverse learners in online learning has made it imperative for online instructors to incorporate multicultural resource curricula and instructional activities. This research aimed to explore online instructors' perceptions of culturally responsive pedagogy in online education; examine how instructors integrate culturally responsive pedagogy strategies in the online learning environment; and explore the challenges in facilitati…
Diverse students' perspectives on privacy and technology integration in higher education
The rapid increase and use of educational technologies have a significant impact on students' privacy, personal information and metadata in higher education. The past two decades have also witnessed the process where information about students is stored and handled outside premises and control of learning institutions. The personal information about students and their activity while they interact with learning management systems (LMS) and online …
Strategies for overcoming the digital divide during the Covid ‐19 pandemic in higher education institutions in Ghana
The COVID‐19 pandemic led to the closure of higher educational institutions (HEIs) and affected the teaching learning processes in educational institutions of all levels. The pandemic increased the digital gap of the existing minimal Internet connectivity and access to digital technology. As a result of the impact of the pandemic on education, HEIs in Ghana moved from traditional face‐to‐face classes to remote education or hybrid learning. Theref…
Addressing the role of technology in internationalization at a distance
The past two decades have witnessed a surge of distance learning in higher education across the world. Scholars have argued that this is due to the increasing use and recognition of technologies to act as a means, channel and source for internationalization of knowledge. Further, internationalization at a distance (IaD) has seen a rapid increase in universities in Ghana, sub‐Saharan Africa, due to increased use of digital technologies and high de…
Pedagogy (15 works) · Sociology (14 works) · Political science (13 works) · Psychology (12 works) · Immigration (9 works) · Social science (7 works) · Gender Studies (6 works) · Social Psychology (6 works) · Critical Race Theory in Education (5 works) · Education and experiences of immigrants and refugees (5 works)