Term of Award
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
College of Education
Committee Member 1
Ming Fang He
Committee Member 2
Committee Member 3
Committee Member 3 Email
The purpose of this study was to examine how second-generation, nonimmigrant African high school graduates culturally identify, what type of curricular experiences inform their self-identity, and how that influences their social behavior and academic performance. The significance of this study is the attention it brings to the unique educational experience of second-generation, nonimmigrant African students and how that experience influenced their identity construction. My dissertation draws upon a wide array of works such as double consciousness (DuBois, 1903); Black racial identity development (Cross, 1991), and Postcolonial theory (Said, 1994; Bertens, 2007, Noye, 2019). I used digital ethnography (Pink et al, 2016) to become digitally immersed into their cultural activities and interviewed the participants as a means to examine the experiences of six second-generation, nonimmigrant high school graduates who are American born of African born parents. This study concentrated on answering three research questions: (1) How do second-generation, nonimmigrant African high school graduates culturally identify? (2) What are the thought processes that lead second-generation, nonimmigrant African high school graduates to identify themselves as being either African, African American, or American? (3) What kind of curriculum experiences informs how second-generation, nonimmigrant African High School graduates culturally identify? Five findings emerged from this inquiry which pertain to how the participants identify at various times periods throughout of their life, based on: (1) factors unique to the individual (i.e., familiarity, assimilation, rebellion); (2) their parents’ backgrounds, their American birthplace, and their interaction with Americans; (3) their peers; (4) influences that form their cultural identities, and (5) their view of cultures.
Sodjago, Komivi M., "“Dad, am I African?” A Digital Ethnographic Inquiry into the Identity of Second-Generation Nonimmigrant African High-School Graduates in the United States" (2021). Electronic Theses and Dissertations. 2344.
Research Data and Supplementary Material