Failure is not an Option: Parental Expectations of Nigerian Voluntary Immigrants to the United States
Open Access
- 1 March 2012
- journal article
- Published by Manchester University Press in Ethnicity and Race in a Changing World
- Vol. 3 (1), 3-16
- https://doi.org/10.7227/erct.3.1.1
Abstract
The purpose of this study was to explore the socio-cultural and educational contexts of parental expectations of Nigerian voluntary immigrants to the United States. Immigrant or voluntary minorities are people who have migrated essentially of their own volition to the United States, or any other nation, because they seek more economic mobility, or a better life in general, and/or political freedom (Ogbu, 1995). This case study sought an explanation for the success in education attributed to these new African immigrants and their children. This study investigated the relationship among three factors: (a) parental expectations, (b) socio-cultural experiences, and (c) (adult) children’s internalization of their parent’s aspirations for them. The method of inquiry included phenomenological analysis on data collected through participants’ topical life-histories (Giorgio, 1985). The results of the study represent the Nigerian immigrants’ worldviews: a folk theory shared by their cultural and life experiences. The common threads running throughout their responses are ‘education is the number one priority,’ ‘hard work,’ ‘effort begets luck,’ and ‘failure is not an option.’ Nigerian culture had a strong influence on the upbringing and fulfillment of expectations for the children of the participants.Keywords
This publication has 21 references indexed in Scilit:
- Children's Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance.Journal of Educational Psychology, 2004
- Imagining race and nation in multiculturalist AmericaEthnic and Racial Studies, 2004
- Linking Parent Involvement With Student Achievement: Do Race and Income Matter?The Journal of Educational Research, 1999
- Social and Psychological Factors in the Academic Achievement of Children of Immigrants: A Cultural History PuzzleAmerican Educational Research Journal, 1999
- African Immigrants in the United States are the Nation's Most Highly Educated GroupThe Journal of Blacks in Higher Education, 1999
- Achievement Loss Associated With the Transition to Middle School and High SchoolThe Journal of Educational Research, 1998
- Indigenous African Education as a Means for Understanding the Fullness of LifeJournal of Black Studies, 1992
- A Test of a Model of Achievement BehaviorsAmerican Educational Research Journal, 1991
- Black students' school success: Coping with the ?burden of ?acting white??The Urban Review, 1986
- African Peoples and Western EducationThe Journal of Negro Education, 1972