The impact of culture on academic achievement among Ghanaian immigrant children

UnrestrictedPast studies in the United States have consistently found that culture has varied effects on the educational outcomes of immigrant children. In California Asians fare significantly better than whites in school outcomes such as grade point average, while blacks and Hispanics fare significantly worse. Conclusions drawn from recent ethnographic studies of immigrant groups have made a strong case for the decoupling of Americanization from social mobility. Immigrants who develop an adversarial relationship towards mainstream American values are less likely to succeed in the education system. For second-generation immigrants, strong affinity to one’s ethnic group and resisting certain kinds of Americanization may be the key to socio-economic success.; Ghanaian immigrant parents have great aspirations for their children and are excited about the many opportunities this country offers their children. Yet they are fearful of the possible dangers in their children becoming Americanized and alienated from their culture. To them, assimilating into the American culture can have negative repercussions for their children’s education and well-being as they see the underachievement among minority children in the American school system.; The purpose of this study is to explore the influence of culture on the academic performance among Ghanaian immigrant children in Southern California. Using ethnographic qualitative research data collected from Ghanaian immigrant children and their parents, the study revealed that in spite of cultural attitudes that may cede educational functions principally to the teacher, thereby limiting parental roles, the culture of Ghanaian immigrant children has a positive influence on academic achievement overall. Children, who self identify as Ghanaian, attend a Ghanaian church, speak a Ghanaian language, and participate in Ghanaian community activities are more likely to excel in school than those who do not.; The results from this study suggest that many educators incorrectly assume that a Ghanaian immigrant child is Black and does not need English Language Development classes. Educators and policymakers must understand that the Black community is not a monolithic one, and every attempt must be made to understand the diversity within the group so as to provide real opportunities and leave no child behind