%0 Journal Article
%T Acculturation and Assimilation: A Qualitative Inquiry of Teacher Expectations for Somali Bantu Refugee Students
%A Dina Birman
%A Nellie Tran
%J Education and Urban Society
%@ 1552-3535
%D 2019
%R 10.1177/0013124517747033
%X This article explored the range in teacher expectations held for Somali Bantu refugees using content analysis of one-on-one interviews with teachers who taught Somali Bantu students at an elementary school in Chicago. Analyses revealed the emergence of five categories of expectations: (a) general acculturative expectations around language and knowledge (b) behaviors, (c) internal attributes, (d) classroom behaviors, and (e) family/home. These findings raise questions about the potential danger of teacher¡¯s expectations that might suggest assimilation to oppressive racial statuses. Implications for teachers and future research are discussed. Limitations and generalizability are also discussed
%K teachers
%K social justice
%K multicultural education
%K students
%K change
%U https://journals.sagepub.com/doi/full/10.1177/0013124517747033