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Wednesday, November 16 • 3:40pm - 4:45pm
GSS Session 15 - Issues on Diversity in U.S. Schools

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Participants: Colonizing/Decolonizing Policies in Native American Education: Rhetoric vs. Reality in ESSA Title VI Michael R Scott, University of Texas - Austin This paper examines the Title VII provision of the No Child Left Behind Act of 2002, which provides additional resources for Native American students, and its application within a school program. By applying the Deleuzian concept of assemblage as a postqualitative method, the policy and the related program operating within a neoliberal and neocolonial framework is interrogated. Promoting the decolonization of students, an engagement with the policy assemblage shows that its performance opposes its intent. Absent and Voiceless: The Role of Asian Educators in Combating the “Model Minority” Myth Chi Phuong Nguyen, Pennsylvania State University This study examines the percentages of Asian students, teachers, and principals in public schools from 1990 to 2010 using Texas as a case study site. The preliminary findings revealed an extremely low percentage of Asian teachers and principals relative to the percentage of Asian students. These findings support prior literature and further emphasize that the absence of Asian educators may explain the perpetuation of the "model minority" myth and its negative consequences for Asian students. Cultural and Social Capital of Migrant Families: A Case Study of Korean Visiting Scholars Warapark Maitreephun, University of Missouri; Jinmyung Choi, University of Missouri; Kimberly Renee Starks Berglund, University of Missouri Korean visiting scholars encounter complex contexts, preparing their children back and forth to attend the U.S. and Korean schools. Claimed by Bourdieu (1986) and Coleman (1988), cultural and social capital affects children's education and trajectories. This study aims to examine how the families utilize these capitals to enhance their children’s education. Six migrant parents at Midwest University in Orson City (Pseudonym) will be interviewed and the results will be presented by using content analysis. Redefining Student Success: A Look at Nigerian Immigrant Students in the United States Victoria Olubiyi, University of Wisconsin-Madison Research shows that Nigerians love western education because it generates a vast array of opportunities for them economically, socially, and otherwise. It is also for this reason that Nigerian immigration in the United States has grown. However, by making their way into the States, forces them to recreate another form of identity so that they are able to assimilate in the American school culture and society to ensure their academic success. Facilitator: Katherine Cumings Mansfield, Virginia Commonwealth University

Wednesday November 16, 2016 3:40pm - 4:45pm
Detroit Marriott at the Renaissance Center: Floor 5 - Nicolet B

Attendees (7)