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RT Book, Whole SR Electronic DC OPAC T1 Race, Class, Gender, and Immigrant Identities in Education : Perspectives from First and Second Generation Ethiopian Students / by Adrienne Wynn, Greg Wiggan, Marcia J. Watson-Vandiver, Annette Teasdell T2 Palgrave Studies in Race, Inequality and Social Justice in Education. ISSN:25246348 A1 Wynn, Adrienne A1 Wiggan, Greg A1 Watson-Vandiver, Marcia J A1 Teasdell, Annette A1 SpringerLink (Online service) YR 2021 FD 2021 SP IX, 228 p. 18 illus., 10 illus. in color K1 Educational sociology K1 Social justice K1 Sex K1 Race K1 Sociology of Education K1 Social Justice K1 Gender Studies K1 Race and Ethnicity Studies ED 1st ed. 2021. PB Springer International Publishing : Imprint: Palgrave Macmillan PP Cham SN 9783030755522 LA English (英語) CL LCC:LC189-214.53 CL DC23:306.43 NO Introduction: Background and History of Ethiopia and Cultural Context -- Chapter 1. Ethiopia Un-Colonized and Unbound: Ancient to Present -- Chapter 2. Black Like Me: Concepts of Africanness, Blackness, and Beauty -- Chapter 3. Socialization and Discontent: Assimilation, Acculturation, and Internal Conflict -- Chapter 4. Immigrant in the U.S.: Black but Immigrant -- Chapter 5. Ethiopian Women: Social Context and the Study -- Chapter 6. Family: Traditions, Customs and Modernity -- Chapter 7. A Foreign Land: Identifying as Ethiopian and Black / and or versus African-American -- Chapter 8. Gender, School, and Culture: Education and Beyond -- Chapter 9. Creating a Pathway for the Future: Recommendations and Conclusion NO This volume addresses the underlying intersections of race, class, and gender on immigrant girls’ experiences living in the US. It examines the impact of acculturation and assimilation on Ethiopian girls’ academic achievement, self-identity, and perception of beauty. The authors employ Critical Race Theory, Critical Race Feminism, and Afrocentricity to situate the study and unpack the narratives shared by these newcomers as they navigate social contexts rife with racism, xenophobia, and other forms of oppression. Lastly, the authors examine the implications of Ethiopian immigrant identities and experiences within multicultural education, policy development, and society. NO HTTP:URL=https://doi.org/10.1007/978-3-030-75552-2 NO 書誌ID=EB16354961; LK [E Book]https://doi.org/10.1007/978-3-030-75552-2 OL 30