Second-Generation Nigerian Children’s Descriptions of Racism and Perceptions of Irish Identity

ABSTRACT

In recent decades, Ireland has experienced an increase in diversity due to immigration. The purpose of this study is to explore how three Irish-born primary-grade children of Nigerian immigrants in Ireland, one girl and two boys in the 5th and 6th grades, describe experiences of racism and perceive being Irish in a predominantly White, but increasingly diverse, country. Drawing on the case study method, this article argues that the students developed racialized perceptions of being Irish that were influenced by experiences of racism from White peers and adults in school and the local community. These experiences led the children to feel less than fully Irish, even though all of them identified as Irish-born citizens. Data were collected in the 2014–2015 school year. Data sources include individual and group interviews with the students, teacher and principal interviews, and school observations. This research helps fill a gap concerning the way primary-grade students from immigrant backgrounds describe racism, and how racism can influence children’s perceptions of citizenship identity. The study’s results have implications for educators and educational researchers in considering how knowledge of diverse children’s perspectives can help create inclusive school environments that prepare young people for citizenship in multicultural societies.

KEYWORDS:

• Citizenship identity
• immigration
• Ireland
• Nigerian
• primary/elementary school
• racism

Acknowledgments

The author wishes to acknowledge the support of Dr. Margaret Crocco, Dr. Elizabeth Gil, Dr. Anne-Lise Halvorsen, Dr. Michael Marino, Dr. Nancy Morabito, Dr. Lynn Paine, Dr. Mary Beth Schaefer, Dr. Peter Youngs, and the Michigan State University College of Education. The author also wishes to express appreciation to the anonymous reviewers for their constructive feedback.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by the Michigan State University College of Education and the Michigan State University Graduate School.