Disrupting an imposed racial identity or performing the model minority? The pursuit of postsecondary education by young African immigrant men in Southern Ontario, Canada. Issue 5 (2nd September 2020)

• Record Type: Journal Article
• Authors: Wilson-Forsberg, Stacey; Masakure, Oliver; Shizha, Edward; Lafrenière, Ginette; Mfoafo-M'Carthy, Magnus
• Is Part Of: Race, ethnicity and education. Volume 23:Issue 5(2020)
• Page Start: 693
• Page End: 711
• Publication Date: 2020-09-02
• Subjects: Young African immigrant men -- Canada -- racial identity -- Black masculinity -- school -- postsecondary education -- critical race theory; Minorities -- Education -- Periodicals; Educational equalization -- Periodicals; Multicultural education -- Periodicals; Race relations -- Periodicals; Race awareness -- Periodicals; Black people -- Race identity -- Periodicals; 306.432
• DOI: 10.1080/13613324.2018.1497965
• Languages: English
• ISSNs: 1361-3324

Abstract

ABSTRACT: This article examines how young African immigrant men in Southern Ontario cope with the dominant racial identity at school in an effort to improve their academic performance and access postsecondary education (PSE). Critical race theory in education is employed to explain how the young men distance themselves from stereotypes about Black masculinity by regulating their own behaviour and differentiating themselves from their Caribbean immigrant peers. Sixty-seven young men who had immigrated to Southern Ontario from several African countries over the last 10 years were interviewed individually and in focus groups for the study. The findings suggest that the research participants adopted a model minority status within an educational system that clearly embodies racist and systemically oppressive frameworks.