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"Searching for rainbows": Race, eth...

Lima, Ambrizeh Helena.

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"Searching for rainbows": Race, ethnicity, gender and the socialization of Cape Verdean immigrant youth within family, school and community contexts.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	"Searching for rainbows": Race, ethnicity, gender and the socialization of Cape Verdean immigrant youth within family, school and community contexts./
Author:	Lima, Ambrizeh Helena.
Description:	230 p.
Notes:	Adviser: Vivian Louie.
Contained By:	Dissertation Abstracts International68-06A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3271690
ISBN:	9780549108740

"Searching for rainbows": Race, ethnicity, gender and the socialization of Cape Verdean immigrant youth within family, school and community contexts.
Lima, Ambrizeh Helena.

"Searching for rainbows": Race, ethnicity, gender and the socialization of Cape Verdean immigrant youth within family, school and community contexts. - 230 p.

Adviser: Vivian Louie.

Thesis (Ed.D.)--Harvard University, 2007.

Through these research questions, this study sought better understandings of the participants' experiences that either contributed to their academic success and well-being, or academic failure, incarceration and/or deportation.

ISBN: 9780549108740Subjects--Topical Terms:

1017673
Black Studies.

"Searching for rainbows": Race, ethnicity, gender and the socialization of Cape Verdean immigrant youth within family, school and community contexts.
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020 $a 9780549108740
035 $a (UMI)AAI3271690
035 $a AAI3271690
040 $a UMI $c UMI
100 1 $a Lima, Ambrizeh Helena. $3 1285772
245 1 0 $a "Searching for rainbows": Race, ethnicity, gender and the socialization of Cape Verdean immigrant youth within family, school and community contexts.
300 $a 230 p.
500 $a Adviser: Vivian Louie.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2290.
502 $a Thesis (Ed.D.)--Harvard University, 2007.
520 $a Through these research questions, this study sought better understandings of the participants' experiences that either contributed to their academic success and well-being, or academic failure, incarceration and/or deportation.
520 $a How immigrant youth of color experience their adaptation to their new country is crucial to their educational success and social well-being in society (Noguera, 2000; Ogbu and Fordham, 1986; Suarez-Orozco & Suarez-Orozco, 2001; Waters 1996; Valencia, 1999).
520 $a This study examined Cape Verdean immigrant young men's own perceptions of their experiences in the United States, within three contexts: family, school and neighborhood. The participants ranged from eighteen to twenty-eight years of age. Their ages of arrival to the United States ranged from five to seventeen years old. Data for this study was gathered primarily through individual and focus group interviews with these young men.
520 $a The questions guiding this research were: (1) How do Cape Verdean immigrant young men describe/experience/understand their social interactions with others within the contexts of family, school and community? (2) How do these young men describe/understand their own racial and ethnic identity within the family, school, and community contexts? How do they make sense of the ways others perceive their racial and ethnic identity in these contexts? (3) In what ways do their early and present experiences as immigrants, their own and others' perceptions of their racial/ethnic identity relate to their understandings of their experiences in Cape Verde and the United States?
520 $a Data analysis was informed by a conceptual framework focusing on (a) segmented assimilation theory, which theorizes about the immigrant adaptation, (b) studies that relate to the racial identity development of Black youth, regardless of nativity status, and (c) gendered identity framework, since the majority of Cape Verdean youth at risk for academic failure, incarceration and deportation, are male (Lima, 2005).
520 $a The results indicate that, years of separation between parents and young men, linguistic interactions within the home, and the type of neighborhood in which the families settled, impacted the participants' adaptation in their new country. For example, some participants who were separated from their parent (s) for many years, qualified the relationship with their parents as just "amicable." Others felt that they were on their own in the United States, and found their support in their former caregivers in Cape Verde. Within the school context, bilingual teachers were instrumental in helping the participants to selectively acculturate in their new social context.
520 $a The findings are not generalizable to other ethnic groups or Cape Verdean youth in general. This study, however, puts forth recommendations that can assist families, schools and community stakeholders devise ways to guide Cape Verdean youth toward successful integration into American society.
590 $a School code: 0084.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Sociology, Individual and Family Studies. $3 626655
690 $a 0282
690 $a 0325
690 $a 0628
690 $a 0631
710 2 $a Harvard University. $3 528741
773 0 $t Dissertation Abstracts International $g 68-06A.
790 $a 0084
790 1 0 $a Louie, Vivian, $e advisor
791 $a Ed.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3271690