This article examines how sub-Saharan African families in the United States engage with high schools and the college-going process. Using qualitative methods and the concept of home-school dissonance, Chrystal A. George Mwangi shows how African immigrant families—one of the fastest-growing yet least-studied immigrant groups— develop educational strategies for the college-going process and how their children navigate differing educational expectations between school and home.
Navigating Two Worlds: Exploring Home-school Dissonance in the College-going Process of Immigrant Families
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CHRYSTAL A. GEORGE MWANGI; Navigating Two Worlds: Exploring Home-school Dissonance in the College-going Process of Immigrant Families. Harvard Educational Review 1 September 2019; 89 (3): 448–472. doi: https://doi.org/10.17763/1943-5045-89.3.448
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