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100			_aYeboah, Alex Kumi _954319
245			_aExploring Factors That Facilitate Acculturation Strategies and Academic Success of West African Immigrant Youth in Urban Schools/ _cAlex Kumi-Yeboah
260			_bSage, _c2020.
300			_aVol.52, issue 1, 2020: (21-50p.)
520			_aImmigrant students in U.S. educational system experience challenges learning to adapt and integrate into new educational environments. Little is known, however, about factors that facilitate acculturation strategies of immigrant youth from West Africa and how they affect their academic success and challenges faced. Considering the current political discourse over the influence of immigration in U.S. schools, 20 immigrant youth from Ghana and Nigeria were recruited and interviewed in the metropolitan area of New York City. Analyses of semi-structured interviews revealed that teacher, parent, and peer support; social and electronic media; and extracurricular activities emerged as the factors that helped acculturation strategies and academic success. Challenging factors were dealing with sociocultural differences; discrimination, stress, and social integration; and language differences. The article discusses the implications of these findings for teachers to understand acculturation strategies to help West African immigrant youth to adapt, acculturate, and integrate into new school environments.
650			_aUrban Schools _954320
650			_aWest African Immigrant _954321
700			_aBrobbey, Gordon _eCo-author _954322
700			_aSmith, Patriann _eCo-author _954323
773	0		_010744 _916756 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124519846279
942			_2ddc _cART
999			_c13456 _d13456