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Perceptions of African immigrant stu...

Temple University.

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Perceptions of African immigrant students regarding the factors leading to persistence in ESL classes in a community college "Education is my mother and father".

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Perceptions of African immigrant students regarding the factors leading to persistence in ESL classes in a community college "Education is my mother and father"./
作者:	Gebre, Daniel Z.
面頁冊數:	314 p.
附註:	Adviser: Corrinne A. Caldwell.
Contained By:	Dissertation Abstracts International69-01A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3300351
ISBN:	9780549446200

Perceptions of African immigrant students regarding the factors leading to persistence in ESL classes in a community college "Education is my mother and father".
Gebre, Daniel Z.

Perceptions of African immigrant students regarding the factors leading to persistence in ESL classes in a community college "Education is my mother and father". - 314 p.

Adviser: Corrinne A. Caldwell.

Thesis (Ed.D.)--Temple University, 2008.

This qualitative study examines the factors that influence immigrant students to participate and persist in community college. The study focuses on disadvantaged immigrant students from non-English speaking African countries who strive to achieve their educational goals despite low English proficiency, low socioeconomic status, and unfamiliarity with the higher education system. Through interviews of 21 African immigrant students and 2 ESL professors, coherent themes emerged that provided insight into the factors that contributed to the success of African immigrant students in higher education.

ISBN: 9780549446200Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Perceptions of African immigrant students regarding the factors leading to persistence in ESL classes in a community college "Education is my mother and father".
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245 1 0 $a Perceptions of African immigrant students regarding the factors leading to persistence in ESL classes in a community college "Education is my mother and father".
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500 $a Source: Dissertation Abstracts International, Volume: 69-01, Section: A, page: 0080.
502 $a Thesis (Ed.D.)--Temple University, 2008.
520 $a This qualitative study examines the factors that influence immigrant students to participate and persist in community college. The study focuses on disadvantaged immigrant students from non-English speaking African countries who strive to achieve their educational goals despite low English proficiency, low socioeconomic status, and unfamiliarity with the higher education system. Through interviews of 21 African immigrant students and 2 ESL professors, coherent themes emerged that provided insight into the factors that contributed to the success of African immigrant students in higher education.
520 $a Through hard work and optimism for a brighter future, students overcame language, cultural, and financial barriers and thrived in high school and in higher education. The primary factor that influenced African immigrants to embark in higher education is their intrinsic motivation to learn English and endure academic difficulties. Other external factors that contributed to persistence include support from family members and other significant adults followed by institutional factors such as financial aid, experienced ESL professors, and tutors. Environmental motivational factors that were significant contributors to success include a lack of educational opportunities in the homeland, low-paying jobs with poor working conditions in the host country, and a lack of English proficiency. Observation of immigrants who attained degrees and held high paying positions also influenced students to persist.
520 $a The participants of this study highly value education and consider it to be the primary pathway to upward social mobility. They possess resiliency-promoting factors such as perseverance, independence, and a positive attitude towards school that helped them to struggle and survive learning the English language and adjusting to the American culture. Once they improved their English skills, students achieved academic success far greater than they had dreamed of while growing up in Africa.
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