Listening to Hyphenated Americans: Hybrid Identities of Youth From Immigrant Families

Abstract

The author argues that educators need to move beyond stereotypic representations of diverse youth, including youth from immigrant families, to recognize and engage their hybrid identities. To that end, the author draws on postcolonial perspectives as well as critiques of the model minority stereotype applied to Asian Americans to analyze the narratives of 10 high school students from Indian immigrant families in New York City. The article discusses how these students negotiate a range of identities as hyphenated Americans who encounter differences and contradictions at the dynamic intersections of race, culture, class, and gender at both home and school. In concluding, the author discusses implications for educational theory, research, and practice.

Acknowledgments

Nina Asher is an associate professor of education at Louisiana State University.

Notes

¹Pseudonyms have been used for all participants and both the schools.