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_c10847 _d10847 |
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| 003 | OSt | ||
| 005 | 20201207172825.0 | ||
| 007 | cr aa aaaaa | ||
| 008 | 201207b ||||| |||| 00| 0 eng d | ||
| 100 |
_aTran, Nellie _933618 |
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| 245 | _aAcculturation and Assimilation: A Qualitative Inquiry of Teacher Expectations for Somali Bantu Refugee Students | ||
| 260 |
_bSage, _c2019. |
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| 300 | _aVol 51, Issue 5, 2019 ( 712-736 p.) | ||
| 520 | _aThis article explored the range in teacher expectations held for Somali Bantu refugees using content analysis of one-on-one interviews with teachers who taught Somali Bantu students at an elementary school in Chicago. Analyses revealed the emergence of five categories of expectations: (a) general acculturative expectations around language and knowledge (b) behaviors, (c) internal attributes, (d) classroom behaviors, and (e) family/home. These findings raise questions about the potential danger of teacher’s expectations that might suggest assimilation to oppressive racial statuses. Implications for teachers and future research are discussed. Limitations and generalizability are also discussed. | ||
| 650 |
_ateachers, _933619 |
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| 650 |
_asocial justice, _933620 |
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| 650 |
_a multicultural education, _933621 |
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| 650 |
_a students, _933622 |
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| 650 |
_a change _932310 |
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| 700 |
_a Birman, Dina _933623 |
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| 773 | 0 |
_010744 _915403 _dSage Publisher, _tEducation and urban society |
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| 856 | _uhttps://doi.org/10.1177/0013124517747033 | ||
| 942 |
_2ddc _cART |
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