Black Is Black Is Black?: African Immigrant Acculturation in Chimamanda Ngozi Adichie’sAmericanahand Yaa Gyasi’sHomegoing

MELUS ◽  
2018 ◽  
Vol 43 (4) ◽  
pp. 127-147 ◽  
Author(s):  
Ava Landry
Keyword(s):  
African Immigrant ◽  
Black African ◽  
Immigrant Acculturation

scholarly journals Gender-Based Expectations and their Effect on Mental Health Amongst Black African Immigrant Young Men Living in Canada

2019 ◽  
Vol 1 (1) ◽  
pp. 82-90
Author(s):  
Omolola Olawo
Keyword(s):  
Mental Health ◽  
Health Service Utilization ◽  
African Immigrants ◽  
Interpretive Description ◽  
African Immigrant ◽  
Black African ◽  
Speaking Out ◽  
Cultural Expectations ◽  
Gender Based ◽  
Immigrant Men

Black African immigrant men’s mental health is relatively understudied. This article is part of a larger study that explored the perceptions of mental health amongst African immigrant youth living in Canada. Using an interpretive description methodology, underpinned by an intersectional and critical lens, this article addresses racial, societal, and cultural expectations that could have an effect on Black African immigrant men’s mental health. Eight men and women who self-identified as Black African immigrants between the ages of 18 and 25 participated in the overall study, while five participants contributed the data for this article. Masculinity as a determinant of health, the resilience of African men, and the intersections of identity and vulnerability are discussed. It is concluded that the stigma surrounding Black African men speaking out about their mental health warrants a deeper examination in relation to their mental health outcomes. Areas of further inquiry include exploring mental health service utilization amongst Black African immigrant men.

scholarly journals The Meaning of Video Gameplay

2020 ◽  
Vol 4 (1) ◽  
pp. 109-126
Author(s):  
Rebecca Y. Bayeck
Keyword(s):  
Video Game ◽  
Immigrant Students ◽  
The United States ◽  
Cultural Continuity ◽  
Primary Data ◽  
Structured Interviews ◽  
African Immigrant ◽  
Black African ◽  
Data Collection Technique

Reseaech  on African immigrant students video gameplay is still in its infancy . Yet,  the popularity of video games among college students in the United States suggest that African immigrant students may be video game players. This paper explores the video gameplay of three Black African immigrant students at an institution of higher education. This  study draws on research on immigrants use of media and on video game literature to  analyze the participants ‘experiences. This exploratory qualitative case study of three Black African immigrant students uses semi-structured interviews as the primary data collection technique. The findings show that gameplay was a means to adjust to the new environment, a way to preserve identity, and ensure cultural continuity.

scholarly journals African Immigrant and the Struggle against Class, Racism and Xenophobic Consequences in Post-Apartheid South Africa

2020 ◽  
Vol 5 (7) ◽  
pp. 1460-1468
Author(s):  
Ernest Muchu Toh
Keyword(s):  
South Africa ◽  
South African ◽  
African Continent ◽  
African Unity ◽  
African Immigrant ◽  
Black African ◽  
Entire World ◽  
The Way

This paper brings to understanding the effects of class and racism which are manifested in xenophobic attacks against foreign blacks in South Africa. Xenophobic attacks have been persistent in the country for over the last two decade. It has amongst other things slowed the economy, particularly affected the country’s relations with the African continent and tainted the image of South Africa to the entire world. These attacks turn the livelihood of Africans immigrants into a daily struggle to adapt, survive, integrate themselves and contributes to the development of the country. The article seeks to unveil the reasons South African blacks behave the way they do against their fellow Black African counterparts despite the call for African unity and solidarity also known as ‘Ubuntu’. From the findings, it demonstrates that the act of xenophobia is a manifestation of effect of mindset influenced by the apartheid policy, which was based on hatred, class, race, and violence.

Introducing a Black African Immigrant Womanist Approach to Examine the Experiences of African Immigrant Women in International Migration

2021 ◽  
pp. 61-79
Author(s):  
Florence Nyemba
Keyword(s):  
International Migration ◽  
Immigrant Women ◽  
Future Research ◽  
Large Female ◽  
Migration Process ◽  
African Immigrant ◽  
Black African ◽  
Migration Literature ◽  
African Immigrant Women ◽  
Migration Theories

According to the International Organization of Migration, women constituted 47.9% of the world's 272 million international migrants in 2019. These three regions North America (51.8%), Europe (51.8%) and Oceania (50.4%) accommodated a large female migrant population compared to men (UN DESA, 2019). Black African immigrant women contribute significantly to this surge of female migration. Given the increasing population of women in international migration process, the main focus of this chapter is to argue that although women from different nations have become visible in the migration literature, there are no theories or concepts to explore their experiences in the migration process. To encourage the development of gendered international migration theories, this chapter introduces a Black African immigrant womanist approach to guide future research studies to explore the unique experiences of African immigrant women at all stages of the migration process. Four case studies were used to highlight the authenticity of this new concept.

Black African immigrant community leaders' views on participation in genomics research and DNA biobanking

2013 ◽  
Vol 61 (4) ◽  
pp. 196-204 ◽  
Author(s):  
Aaron G. Buseh ◽  
Sandra M. Underwood ◽  
Patricia E. Stevens ◽  
Leolia Townsend ◽  
Sheryl T. Kelber
Keyword(s):  
Community Leaders ◽  
Immigrant Community ◽  
African Immigrant ◽  
Black African ◽  
Genomics Research

scholarly journals The Influence of Race on Employment Status and Earnings of African Immigrant Men in the United States

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Yanyi K. Djamba ◽  
Sitawa R. Kimuna
Keyword(s):  
United States ◽  
Employment Status ◽  
The United States ◽  
School Enrollment ◽  
African Immigrant ◽  
Black African ◽  
The Us ◽  
Queue Theory ◽  
Labor Queue ◽  
Immigrant Men

This paper uses the labor queue theory to examine the changing influence of race on the employment status and earnings of African immigrant men in the United States between 1980 and 2008. The results show that the white advantage echoed in previous research has diminished. Black African immigrant men's chance of being employed is now greater than that of their white counterparts when their sociodemographic characteristics are taken into consideration. However, when human capital factors are included in the regression models, white African immigrant men still maintain a significant advantage in earnings. This study also uncovered differential impacts of marriage and school enrollment on white and black African immigrant men's employment and earnings. These results challenge the use of labor queue theory as a framework for explaining immigrants' experience in the US job market.

Cross-Cultural Educational Experiences and Academic Achievement of Ghanaian Immigrant Youth in Urban Public Schools

2016 ◽  
Vol 49 (4) ◽  
pp. 434-455 ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
Patriann Smith
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
School Environment ◽  
Immigrant Students ◽  
Educational Experiences ◽  
Immigrant Youth ◽  
Cross Cultural ◽  
African Immigrant ◽  
Black African ◽  
Stress Changes

The past two decades have witnessed a rapid increase of immigrant population in U.S. schools. Little is known, however, about factors that promote cross-cultural experiences, academic achievement, and/or challenges of Black African immigrant youth, which is particularly significant today in the midst of the current social and political discourse over the influence of immigration in U.S. schools. Sixty Ghanaian-born immigrant students were recruited and interviewed. Analyses, which draw from in-depth interviews and observations, revealed that resilience to succeed, teacher and parent support, positive school environment, past histories including educational experiences, and challenging factors of racism, classism, xenophobia, acculturative stress, changes in curriculum, language, and cultural discrimination emerged as the major factors that largely influenced academic achievement of these learners. This article discusses the implications of these findings for educators who are tasked to render better educational settings for Black African immigrant students to succeed in U.S. schools.

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