TY - JOUR
T1 - Listening to hyphenated Americans
T2 - Hybrid identities of youth from immigrant families
AU - Asher, Nina
PY - 2008/1
Y1 - 2008/1
N2 - The author argues that educators need to move beyond stereotypic representations of diverse youth, including youth from immigrant families, to recognize and engage their hybrid identities. To that end, the author draws on postcolonial perspectives as well as critiques of the model minority stereotype applied to Asian Americans to analyze the narratives of 10 high school students from Indian immigrant families in New York City. The article discusses how these students negotiate a range of identities as hyphenated Americans who encounter differences and contradictions at the dynamic intersections of race, culture, class, and gender at both home and school. In concluding, the author discusses implications for educational theory, research, and practice.
AB - The author argues that educators need to move beyond stereotypic representations of diverse youth, including youth from immigrant families, to recognize and engage their hybrid identities. To that end, the author draws on postcolonial perspectives as well as critiques of the model minority stereotype applied to Asian Americans to analyze the narratives of 10 high school students from Indian immigrant families in New York City. The article discusses how these students negotiate a range of identities as hyphenated Americans who encounter differences and contradictions at the dynamic intersections of race, culture, class, and gender at both home and school. In concluding, the author discusses implications for educational theory, research, and practice.
UR - http://www.scopus.com/inward/record.url?scp=41149129244&partnerID=8YFLogxK
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U2 - 10.1080/00405840701764680
DO - 10.1080/00405840701764680
M3 - Article
AN - SCOPUS:41149129244
SN - 0040-5841
VL - 47
SP - 12
EP - 19
JO - Theory into Practice
JF - Theory into Practice
IS - 1
ER -