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Why are linguistic features and PTSD symptoms related? An analysis of cognitive reappraisal and rumination
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Deaf and hard of hearing college students’ cognitive strategies for equal sharing problems
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Examining production, dissemination, and consumption of misinformation: the case of COVID-19 pandemic
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Descriptive analysis of a survey of sight-singing teaching methods and approaches by North Carolina high school choral music educators
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When Figurative Language Goes off the Rails and under the Bus: Fluid Intelligence, Openness to Experience, and the Production of Poor Metaphors
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The Whale, the Whaler, and the World: An Ecocritical Evaluation of Melville's Moby-Dick
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“Listen up, I got a story to tell” : a qualitative study examining collegiate experiences and code-switching among Black male scholars at predominantly white Institutions
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Situating positionality and power in CBPR conducted with a refugee community: Benefits of a co-learning reflective model
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Enhancing conversations with English language learners in communication centers
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Physical education for language acquisition in middle school ELLs
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Defining identities: acculturation experiences of college-educated, North Sudanese immigrant women in Greensboro, North Carolina
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Abstract:
This qualitative case study examines acculturation experiences of seven college-educated North Sudanese women in Greensboro, North Carolina, in light of three acculturation theories and models: (a) John Berry’s acculturation theory, (b) John Ogbu’s cultural-ecological model, and (c) Alejandro Portes and Min Zhou’s segmented assimilation theory. I chose these theories because they are among the most prominent theories dominating the immigrant acculturation literature. It was important for me to examine the acculturation experiences of the women I interviewed against these theories to see how the theories apply to the population I studied. The study also aimed at understanding how college-educated Sudanese women from the northern region of the Republic of Sudan speak about their identity upon settlement in the US and how their attachment to the homeland affect their acculturation experiences in the US. In this exploratory case study, I used semi-structured interviews to gather data. I used thematic analysis where I organized the data according to emerging patterns then used linear analysis and logic modeling to help organize and interpret the data. Major findings include the limitations of Berry’s acculturation theory, Ogbu’s cultural-ecological model, and Portes and Zhou’s segmented assimilation theory. The identities of the women participants in this study are linked to their national, familial, social, and religious/spiritual affiliation. Drawing on Yosso’s (2005) community cultural wealth model that includes: aspirational, familial, social, resistant, navigational, and linguistic forms of capital, I incorporate educational and religious/spiritual forms of capital that have been nurtured by my participants and their community.
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Keyword:
Sudanese American women $z North Carolina $z Greensboro; Women immigrants $x Cultural assimilation $z North Carolina $z Greensboro
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URL: http://libres.uncg.edu/ir/uncg/f/Elobeid_uncg_0154D_13162.pdf
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Educational interpreters for the deaf and hard of hearing: professional preparation, evaluation, and perceptions
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Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study
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Operationalizing item difficulty modeling in a medical certification context
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Whiteface as rhetorical metis in Sharmila Sen’s Not quite not white : and, Code meshing: practices for writing space in post-secondary education
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The one-step arithmetic story problem-solving of deaf/hard-of-hearing children who primarily use listening and spoken English
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They look like me: impactos y beneficios de la comunidad en los programas de español para hablantes de herencia
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Indonesian art song: an exploration of Indonesian vocal heritage, phonetics, and song lyrics
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Claiming a family brand identity: The role of website storytelling
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