This phenomenological study examined the perceived adaptation experiences of English-speaking Caribbean K–12 immigrant students in American Schools through the telling of their stories. These stories were substantiated by their parents, and in some cases, close family friends, regarding their interactions with some American schools. The study was framed using Adaptation Theory which was supported by Bourdieu's Theory of Cultural Capital, Intercultural Communication Theory, John Ogbu's Cultural Ecological Theory, and Bowen's Family System Theory. The findings highlight the resiliency of students within this sample to adapt to significant changes in their new academic surroundings, navigate its inherent social structures, and experience progress in the face of challenges. Additionally, this study introduced factors that have contributed to the advancement of students and families within this population. Data gleaned from this study suggest that students from this population often outperform their American classmates. It also brings to the fore, a term coined by the researcher, reverse migration, which is a trend that may be widely practiced by members of this population. These findings may assist in evaluating the efficacy of existing policies pertaining to their placement, instruction, and in identifying gaps in addressing their academic needs.
|Advisor:||Welsh, Benjamin H., Prime, Glenda M.|
|Commitee:||Simmons, Ella S.|
|School:||Morgan State University|
|Department:||Advanced Studies, Leadership, and Policy|
|School Location:||United States -- Maryland|
|Source:||DAI-A 75/10(E), Dissertation Abstracts International|
|Subjects:||Caribbean Studies, Educational leadership, School administration, Educational psychology|
|Keywords:||Adaptation, Cultural identity, Interaction, K-12, Phenomenology, Qualitative|
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