Academic literature on the topic 'Ghanaian-born parents'

Background/Context The multiple worlds model is defined as the ability of students to connect, manage, and negotiate to cross the borders of their two worlds to successfully transition through different everyday worlds of school, family, and peers. Prior research has linked multiple worlds such as school, teacher, family, and peers to the academic success of immigrant students. However, there is a dearth of research about how Ghanaian-born immigrant youth (African-born immigrant youth) integrate the experiences surrounding their multiple worlds of families, schools, peers, and teachers in their daily lives to affect academic achievement. Purpose/Objectives/ Research/Focus of Study This qualitative study explores the factors associated with immigrant students from Ghana to strategize how to combine their multiple worlds of families, schools, peers, and teachers to affect academic engagement within contexts of school and classroom situations. Another aim was to was to explore teachers’ perception and understanding of the sociocultural and past educational experiences of immigrant students from Ghana. I analyzed two interviews (face-to-face and focus group) transcripts (students and teachers). Population/Participants/Subjects Forty Ghanaian-born immigrant students and 10 certified teachers in the Atlanta, Georgia, metropolitan area were recruited and interviewed. I interviewed 40 students (n = 23 male and n = 17 female) in 10th grade (8 students), 11th grade (20 students) and 12th grade (12 students) and 10 teachers including 4 Whites, 2 African Americans, 3 Latino/as, and 1 Biracial. Research Design The study used a qualitative research design by using open-ended semi-structured and focus group interviews in which the participants were comfortable in the interviews. With the assistance of the Ghanaian Immigrant Association in Atlanta and the school district, I sampled for Ghanaian-born immigrant students (students who were born in Ghana with one or two African-born parents and who migrated to the U.S.) and teachers to participate in the study. All data from semistructured and focus group interviews were transcribed and analyzed to address the research questions of the study. Findings/Results The study findings revealed seven emergent themes: desire to succeed in school, managing two worlds and relationships with teachers and peers in the classroom, crossing boundaries with educational opportunities, managing transitions in school, and the role of parents. Conclusions and Recommendations The findings suggest that Ghanaian-born immigrant students undergo several complex transitional paradigms combining two worlds of African culture, education, family values, learning new cultures, and adapting to new school settings to achieve success in American educational systems. Overall, Ghanaian-born immigrant students developed strategies to manage two worlds in school, which shaped their perspectives and helped them to cross boundaries as stipulated in the students’ multiple worlds model. Therefore, it is important that teachers, educators, and school administrators understand the social, cultural, and educational backgrounds of these immigrant students as not much is written about them with regards to their transition to schools in the United States educational system.

Introduction: Millions are affected by Sickle Cell Disease (SCD) worldwide with the greatest burden in sub-saharan Africa. Its origin thought to lie within the malaria belt of the world, SCD continues to affect thousands of lives worldwide partly due to the migration patterns of the human race to different continents. We created the Consortium for the Advancement of Sickle Cell Research (CASiRe) to better understand the different phenotypes of SCD and compare the clinical profiles of patients living in different environments through a validated questionnaire and medical chart review, standardized across 4 countries (United States[U.S.] United Kingdom[U.K.], Italy and Ghana). For this report, we recorded the multi-generational ethnic and racial background of 877 SCD patients across the CASIRE cohort for our final analysis. Methods: CASiRe included 6 sites in the U.S. (Univ. of Michigan, Rainbow Babies & Children's Hospital, Promedica Toledo Children's Hospital, Children's Hospital at Montefiore, Connecticut Children's Medical Center, Univ.of Connecticut Health Center), 2 in Ghana(Ghana Institute of Clinical Genetics, Pediatric SCD Clinic at Korle Bu Teaching Hospital), 2 in Italy( Univ. of Campania Luigi Vanvitelli, Univ. of Padua, Italy), and U.K.(Guys & St. Thomas Hospital, Evelina Children's Hosp). Between 2011 and 2017, after obtaining IRB approval at each site and written informed consent, demographic, clinical and laboratory data were collected by interviewing the patient and/or parent/guardian At the 2 sites (Guys and St Thomas Hospital, UK; Univ. of Padua, Italy) with existing IRB approved SCD registries data were abstracted directly from their respective databases. Descriptive statistics were performed on a subset of demographic data that included: age, race, gender, sickle cell genotype, country of birth of patient, parents, and grandparents. The geographic region and country of origin was based on parents' country of birth and separated into 10 regions: W.Africa, C.Africa, N Africa, Caribbean, C. America, N America, Europe, S America, Asia, Middle East. Results: 877 patients were enrolled with a median age 19.3 years. 451 (51.4%) patients were children, 424 (48.3%) male. Ghanaians represented 41.6% (365) of patients, while 254 patients (29%) were from the U.S. Italy enrolled 81 patients (9.2%), and 177 patients (20.2%) were from the U.K. West Africa represented the largest geographic region of origin of(577/65.8%), followed by N. America (184/21%), Caribbean (51/5.8%), Europe (27/3.1%), and Central Africa (24/2.7%). Overall(Fig. 1), 75% of patients (658) had Hgb SS, 168 patients (19.2%) had Sickle C disease, 29 (3.3%) had Sβ+thal and 22 patients (2.5%) of patients had Sβ0 thal. Racially, 820 patients (93.5%) identified themselves as African American or Black, while 30 patients (3.4%) identified themselves as Caucasian and 21 patients (2.4%) identified themselves as Latino or Hispanic. All Ghanaians identified as Black, while in the US and UK, over 90% of patients identified themselves as Black, and about 3% reported themselves as Caucasian. In comparison, in Italy, over 76% of patients reported a Black racial background, while 21% reported Caucasian background. (Table 1 and 2)>98%Ghanaian patients and their parents were born in Ghana. In contrast, 66.7% of patients and <15% of parents in Italian sites were born in Italy with the 64% of parents emanating from West Africa (38% Nigeria).Over 85% of patients in the UK were born in the UK while only 5.1% of parents were born there (54% in Nigeria). In the US, >90% of patients were born within the US; Parents of patients were born in America 70% of the time. Caribbean (12.5%) and West African countries(9.5%) were the next highest parent countries of origin. 32 different countries of origin were reported within our cohort with the US leading with 22 different countries. Conclusion: This study is the first to describe the geographic distribution of these migrations in a very large cohort of nearly 900 patients with SCD.West Africa represented the largest geographic region of origin for SCD patients in Europe while Caribbean was the leading Non-US geographic region of origin in American patients. The diverse ethnic backgrounds observed in our cohort raises the possibility of how genetic and environmental heterogeneity within each SCD population subgroup can have implications on the clinical phenotype and clinical research outcomes. Disclosures Campbell: Novartis: Research Funding; Cyclerion: Consultancy, Research Funding; Global Blood Therapeutics: Consultancy, Research Funding. Colombatti:Novartis: Consultancy; Global Blood Therapeutics: Consultancy; AddMedica: Consultancy. Andemariam:NovoNordisk: Membership on an entity's Board of Directors or advisory committees; New Health Sciences: Membership on an entity's Board of Directors or advisory committees; Global Blood Therapeutics: Other: DSMB Member; Bluebird Bio: Membership on an entity's Board of Directors or advisory committees; Emmaus: Membership on an entity's Board of Directors or advisory committees; Cyclerion: Membership on an entity's Board of Directors or advisory committees; Imara: Research Funding; Sanofi Genzyme: Membership on an entity's Board of Directors or advisory committees; Community Health Network of Connecticut: Consultancy; Terumo BCT: Membership on an entity's Board of Directors or advisory committees; Novartis: Membership on an entity's Board of Directors or advisory committees. Strunk:Novartis: Membership on an entity's Board of Directors or advisory committees; Global Blood Therapeutics: Speakers Bureau. Piccone:Hemex Health, Inc.: Patents & Royalties. Manwani:GBT: Consultancy, Research Funding; Novartis: Consultancy; Pfizer: Consultancy. Perrotta:Novartis: Honoraria, Research Funding; Acceleron Pharma: Research Funding.

The past two decades have witnessed a rapid increase of immigrant population in U.S. schools. Little is known, however, about factors that promote cross-cultural experiences, academic achievement, and/or challenges of Black African immigrant youth, which is particularly significant today in the midst of the current social and political discourse over the influence of immigration in U.S. schools. Sixty Ghanaian-born immigrant students were recruited and interviewed. Analyses, which draw from in-depth interviews and observations, revealed that resilience to succeed, teacher and parent support, positive school environment, past histories including educational experiences, and challenging factors of racism, classism, xenophobia, acculturative stress, changes in curriculum, language, and cultural discrimination emerged as the major factors that largely influenced academic achievement of these learners. This article discusses the implications of these findings for educators who are tasked to render better educational settings for Black African immigrant students to succeed in U.S. schools.

Introduction: Babies should be born to developed and well-adjusted parents in safe relationships and with the means to support and care for them. This will enable them to have a conducive atmosphere for their proper growth and development. Such a conducive atmosphere is usually not available for babies born to teenagers in rural Ghana.
 Aim: The research sought to investigate several aspects of the incidence of teenage pregnancies in Penkye community, a rural community in the Effutu Municipality in the Central Region of Ghana.
 Method: A descriptive cross-sectional design was employed for the study. A well-structured questionnaire was used to collect data from sixty (60) respondents through a purposive sampling technique. Data were analysed with the aid of SPSS version 19 and presented quantitatively.
 Results: The study found that teenage pregnancies were high among teenagers between the ages of 17 and 19. The study also identified that all the teenagers knew of contraceptives but only a few used contraceptives. Peer influence, broken homes, and poverty were identified as the main factors contributing to the incidence of teenage pregnancies in the study area.
 Conclusion: Teenage pregnancies have adverse effects on the physical, social, mental health and socio-economic status of the mother, the new-born and the community at large. Therefore, it is necessary to put in measures to reduce the occurrence of teenage pregnancies in the society.
 Recommendations: Based on findings of the study, there is the need for government through the Ministry of Health and Ministry of Education to incorporate adolescent health programmes in the school curriculum to empower teenagers to make better life choices and develop social support systems to assist teenage mothers.

Il contesto contemporaneo pare attraversato da una grande sfida umana, che chiama in causa ognuno di noi ad interrogarsi circa il significato di educare nel tempo della pluralità. L’epoca attuale è caratterizzata dal fenomeno migratorio, dalla presenza stabile di cittadini di origine straniera residenti nel territorio italiano e da una globalizzazione della persona umana. È in questo contesto che il presente lavoro prende in esame, nel quadro della ricerca qualitativa qui condotta, le narrazioni di storie di vita di genitori di origine ghanese residenti nella provincia di Bergamo e Brescia al fine di problematizzare alcune categorie pedagogiche legate al ruolo genitoriale. Ne emerge uno spaccato interessante che mostra l’importanza per questi genitori di mantenere un legame con la terra di origine, la necessità di aprirsi al contesto in cui vivono e la sfida nel rapporto con i figli nati e/o cresciuti nel paese di residenza. La ricerca ha dimostrato come la pedagogia, accogliendo questi vissuti, sia in grado di promuovere riflessioni e spazi di interesse in cui le differenze reciproche sono occasione di crescita comune, nella molteplicità delle culture.<br>The contemporary context seems to be marked by a great human challenge which calls each of us into question about the meaning of educating in this time of plurality. The time we live in is characterized by the migration phenomenon , the stable presence of citizens of foreign origin living in the Italian territory and by a globalization of the human person. The present work has examined, within the framework of qualitative research and the current social context, the life stories of Ghanaian-born parents living in the province of Bergamo and Brescia. This was carried out in an attempt to problematize multiple pedagogical categories related to the parenting function. The result is an interesting cross- section that shows the importance for these parents to maintain a bond with the country of origin, the need to open up to the context in which they live, and the challenge found in the relationship with their children born and/or raised in their country of residence. The research has shown how pedagogy, by accepting these experiences, is able to promote reflections and spaces of interest in which mutual differences are an opportunity for common growth within the multiplicity of cultures.

Il contesto contemporaneo pare attraversato da una grande sfida umana, che chiama in causa ognuno di noi ad interrogarsi circa il significato di educare nel tempo della pluralità. L’epoca attuale è caratterizzata dal fenomeno migratorio, dalla presenza stabile di cittadini di origine straniera residenti nel territorio italiano e da una globalizzazione della persona umana. È in questo contesto che il presente lavoro prende in esame, nel quadro della ricerca qualitativa qui condotta, le narrazioni di storie di vita di genitori di origine ghanese residenti nella provincia di Bergamo e Brescia al fine di problematizzare alcune categorie pedagogiche legate al ruolo genitoriale. Ne emerge uno spaccato interessante che mostra l’importanza per questi genitori di mantenere un legame con la terra di origine, la necessità di aprirsi al contesto in cui vivono e la sfida nel rapporto con i figli nati e/o cresciuti nel paese di residenza. La ricerca ha dimostrato come la pedagogia, accogliendo questi vissuti, sia in grado di promuovere riflessioni e spazi di interesse in cui le differenze reciproche sono occasione di crescita comune, nella molteplicità delle culture.<br>The contemporary context seems to be marked by a great human challenge which calls each of us into question about the meaning of educating in this time of plurality. The time we live in is characterized by the migration phenomenon , the stable presence of citizens of foreign origin living in the Italian territory and by a globalization of the human person. The present work has examined, within the framework of qualitative research and the current social context, the life stories of Ghanaian-born parents living in the province of Bergamo and Brescia. This was carried out in an attempt to problematize multiple pedagogical categories related to the parenting function. The result is an interesting cross- section that shows the importance for these parents to maintain a bond with the country of origin, the need to open up to the context in which they live, and the challenge found in the relationship with their children born and/or raised in their country of residence. The research has shown how pedagogy, by accepting these experiences, is able to promote reflections and spaces of interest in which mutual differences are an opportunity for common growth within the multiplicity of cultures.