Congolese Immigrant Parents' Perceptions About Their

CONGOLESE IMMIGRANT PARENTS' PERCEPTIONS ABOUT THEIR CHILDREN'S EDUCATION IN PHILADELPHIA A Dissertation Submitted to the Temple University Graduate Board in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY by Lombe M. Mwembo May, 2009 iii ABSTRACT CONGOLESE IMMIGRANT PARENTS' PERCEPTIONS ABOUT THEIR CHILDREN'S EDUCATION IN PHILADELPHIA by Lombe M. Mwembo Doctor of Philosophy Temple University, 2009 Major Advisor: Dr. James Earl Davis This dissertation describes the educational experiences of Congolese immigrant families and their children attending Philadelphia K-12 schools. The objectives of the study were to explore the educational experiences, needs and expectations of Congolese immigrant parents and their children in the U.S., and to confirm which of the many assimilation theories was applicable to this group of immigrants. The study aimed at providing American schools and curriculum developers with knowledge that they can use to meet the needs of this neglected group of immigrants. Although the number of Congolese immigrant families has been increasing in Philadelphia (Lewis Mumford Center, iv 2000), there is little knowledge and many faulty assumptions about African immigrants, and particularly, Congolese families. Most of what the American public and American teachers know about Congolese and African immigrants is based solely on biased media coverage, old stories, and myths that are not supported by valid research. African immigrants and their children have been especially excluded from educational research (Rong & Brown, 2002). Scholarship about Congolese immigrants from their African perspective is scarce, if not totally lacking. As a result of the lack of research about African immigrants and their children, not only have the special needs of these immigrants been neglected, but Congolese students in American schools continue to be victims of demeaning treatments and attacks, including violent attacks by some American students motivated by ignorance, prejudice, misconceptions and stereotypes (Traore, 2002; The Philadelphia Inquirer, November 2005). If the presence of Congolese immigrant children continues to be overlooked while the African immigrant population grows, many Congolese immigrant children may develop a dislike or disinterest in school which would v place them at-risk for underachievement and dropping out. (Stringfield & Land, 2002). The growing number of African immigrant children in American schools also poses new and different challenges for American education generally (Traore, 2002). Therefore, research on this group of immigrant children is much needed. A qualitative study using observations, individual and group interviews, and questionnaires was conducted among a group of African immigrants represented by families of Congolese immigrants including their children living in Philadelphia and neighboring areas. The study found that reasons for coming and staying in the U.S, the threat of losing Congolese identity and culture, parental role reversal, stereotypes, and misconceptions were the most important factors related to their children’s experience in American schools. The accommodation ‘without assimilation’ theory (Gibson, 1988) was found to be the most appropriate assimilation theory applicable to these Congolese families. This study provides American teachers, educational leaders and curriculum developers with knowledge and insights based on the voices and experiences of Congolese vi parents and children. This new knowledge and perspectives can be used to meet the educational needs and expectations of Congolese parents and their children who are experiencing schooling in America. vii ACKNOWLEDGEMENTS Many hands and heads have tirelessly worked to help me complete this dissertation. Therefore, I see God’s extended hands working through those who helped me achieve my highest academic performance. First of all, I am deeply grateful to my living God because He has blessed me with good health and the resources I needed to finish this extraordinary project. I say “extraordinary project” because I came to the U.S. in 2000 seeking refuge as my country, Congo DRC (The Democratic Republic of the Congo) faced one of the worse wars since the Second World War. Also without God’s intervention, I could not have survived a serious car accident that happened just nine days before the initial date of my dissertation defense, scheduled in May 2008. I would like to express my gratitude to the U.S. Government for providing me with financial aid. Without financial aid, it would be impossible to complete such an expensive project. My deep gratitude goes to Dr. Kathleen Shaw for starting my admission process at Temple University while I was in Congo, for her research class, and for her viii personal contribution towards my family. I am deeply indebted to Dr. Novella Keith, my academic adviser and moral support. Dr. Keith has been instrumental in making my journey to the completion of my doctoral study a reality. Her strict hand at times caused me to get discouraged, as she would not accept work that was not close to perfection. Only now do I understand that it was through her iron hand that I was able to give my best. My deepest gratitude goes to Dr. James Earl Davis, who worked with me as my dissertation chair. I benefited from his wide knowledge and experience in qualitative methods. No words can describe the appreciation I have for Dr. Davis’s commitment and willingness to help me reach my goal. I would like to thank him for his careful thinking, as well as for his indefatigable effort to coordinate comments from my dissertation committee members. I truly appreciate Dr. Ama Mazama, one of my dissertation committee members, for continued support and encouragement, and for her contagious love and defense of African values. I would like to recognize Drs. Michael Dorn and Jayminn Sanford-DeShields for being part of my dissertation committee, and for their valuable ix contributions, which made my dissertation a better study. I am grateful to Dr. Erin Horvat for her qualitative research class that has equipped me with the skills and desire to continue my investigations. I thank Dr. Cutler for his eye-opening class about the origins of urban education. To all my friends, brothers and sisters in Africa, Europe and the USA from Geneva Global, Temple University, Eastern University and church members at The Living Church in northeast Philadelphia and All Nations Church in southwest Philadelphia, I present you this work as a sign of my deep gratitude to you all. I acknowledge in a special way the Congolese Community Association in Philadelphia for playing a significant role in creating the favorable conditions necessary for selecting and interviewing participants. I thank my spouse and children for their understanding, love and support as I spent long hours off researching and writing. My extended family in Congo will find here the expression of my unconditional love for them, for their support, encouragement, and many unceasing tears and prayers. x I could not have completed this study without the enormous sacrifice of my friend and colleague Dr. Clare Cotugno. Clare agreed to read and edit my manuscripts, and offered guidance and continuous support throughout the writing process of this work. I owe Clare and her remarkable husband, Ted Connelly, a moral debt of gratitude. I am grateful to Valery William, Marcia Whitaker and Celeste Williams who helped me fulfill the College of Education and the Urban Education Department administrative requirements which seemed to me so puzzling. Finally, my eyes are full of tears as my profound gratitude goes to my beloved younger brother, Pierre Kalala Nkoshi, my friend, my counselor, my partner and my defender. Just one year before the completion of one of the most challenging projects in my entire life, my younger brother joined my late mother, father and my aunt, who taught me to never quit the battle of life. xi TABLE OF CONTENTS Page ABSTRACT................................................ iii ACKNOWLEDGEMENTS...................................... vii LIST OF TABLES......................................... xvi LIST OF FIGURES...................................... xviii LIST OF DIAGRAMS.........................................xix CHAPTER 1. THE PROBLEM Introduction................................... 1 Statement of the Problem....................... 3 The Purpose of the Study....................... 9 General Research Questions..................... 10 Significance of the Study...................... 11 2. BLACK IMMIGRATION TO THE UNITED STATES Introduction................................... 14 African Immigrants in Philadelphia............. 16 Immigration Policy............................. 21 The Immigration Act of 1965.................... 23 Differences between African and Euro-American Cultures ................................... 24 The Democratic Republic of Congo, DRC Name, Size, Population, and Administration . 29 Causes of Recent Wars 1998-2003 ............ 31 Education During Belgian Rule .............. 32 Congolese Education Today .................. 34 3. LITERATURE REVIEW Introduction .................................. 37 Reasons and Motivations for coming to America . 40 Ignorance and Stereotypes about Africa and Africans.................................. 42 xii Classroom Implications of Stereotypes and Ignorance................................. 51 Expectations and Disappointment .............. 53 Differences in Values at Home and in the United

Load more