Black immigrants to the United States deal with prejudice against them as both newcomers with a different culture and language, and as Blacks in a historically segregated society, which puts emphasis on American acculturation based on skin pigmentation. In Florida, largest number of Black immigrants, Haitians, deal with these factors as they struggle to assimilate. Similar to other racial disparity research, this study explored whether Black immigrants received less, equal, or more English learning services in comparison to non-Black bilingual students.
Data was obtained from a sample of Florida middle school students of various ethnicities. A total of 125 surveys were distributed, 91 were returned, and 81 were usable for data analysis. Respondents completed a 14-item self administered survey, which obtained data on student demographics, racial/ethnic identity, English speaking and writing ability, as well as whether students were in an English-learning program.
Descriptive statistics were used to examine the data. The results showed that there were Black bilingual students that were not receiving English-learning services. However, a Chi-squared statistic was calculated and showed that there was no significant difference in services received among bilingual speakers of Black descent compared to those of other ethnic descents. While this study revealed that officials showed practices of equality for both gender and ethnicity, there still needs to be practices and policy implemented to service English-learning students that are not receiving English-learning assistance.
|School Location:||United States -- Florida|
|Source:||DAI-A 69/08, Dissertation Abstracts International|
|Subjects:||Bilingual education, Black studies, Ethnic studies|
|Keywords:||Bilingual, Black students, Caribbean, English as a second language, Ethnic groups, Haitian, LEP (ESL, ESOL), Placement, Race, Students, West Indian|
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