Using the Kuumba learning model to enhance cultural identity development among foreign and new immigrant Asian students: An ethnographic action research study of a private secondary school in California, U.S.A.

摘要

This study explored how a group of foreign and new immigrant Asian students attending a small private high school in California, perceived their social and learning challenges. A culturally relevant curriculum Club Kuumba, adapted and inspired by the Kuumba Learning Model (KLM), was implemented. The study examined how this special group of students perceived and responded to the curriculum.;Club Kuumba was implemented as an action research project in one of the school classes which consisted of 14 student participants. Informed by an ethnographic action research design, the study utilized methods such as focus group interview, survey, observation, and reflection journal. These methods allowed participants' genuine voices, as well as in-depth and thick descriptive data to be collected, analyzed, interpreted, and represented.;Findings of this study were represented in the form of cultural portraits and themes. Findings illustrated a vivid and current picture of the social and learning situations of this special group of students. Challenges that particularly influenced the students included the language barrier, lack of parental support and supervision, poorly-prepared teachers and school, the model minority stereotype, immigration restrictions, and the enclosed ethnic enclave environment. Findings of this study, however, also illustrated the positive impact of Club Kuumba on both the students' social and academic lives. This suggested that while these students faced particular social and learning challenges, a culturally relevant curriculum was able to engage their involvement in learning, while also contributing to improve their social lives.