Touorizou Hervé Somé, Ripon College, USAPierre W. Orelus, New Mexico State University, USACurry Stephenson Malott, West Chester University of Pennsylvania, USABrad J. Porfilio, Lewis University in Romeoville, IL, USAMarc Pruyn, Monash University, USA

• Preface.Introduction.Part I: Immigrants, Education, and Xenophobia.Chapter 1. In Search of a Place Called Home: The Linguistic, Cultural, and Socioeconomic Dislocations of Immigrants and Transnationals of Color, Pierre Orelus.Chapter 2. Education of Immigrants' Children: A Review of Two Decades of Empirical Research in the United States, 1965–2001, Yan Z. Ciupak.Chapter 3. Mainstreaming New Immigrant Students: The Struggles of an African 5th Grader, Esther Somé-Guiébré.Chapter 4. Conceptualizing Smartness: Using Social and Cultural Capital to Explain Academic Achievement Among a Group of African Immigrant Girls, Betty Okwako.Part II: Language, Minority Students, and Academic Achievement.Chapter 5. Challenging a Troubling Miseducation: Arab-American Marginalization in American Schools and Universities, Muana Shami.Chapter 6. Best Approaches to Literacy Instruction to English Language Learners: Cultural Conflicts and Compromises, Guofang Li.Chapter 7. Why Are the Spanish Speakers in the Back of the Room in a Dual Immersion Setting? Marisol Ruiz.Chapter 8. Teaching in the Face of Race: An Autoethnological Theoretical Reflection, Barrel Gueye and Cathie Lalonde.About the Authors.

Touorizou Hervé Somé, Ripon College, USAPierre W. Orelus, New Mexico State University, USACurry Stephenson Malott, West Chester University of Pennsylvania, USABrad J. Porfilio, Lewis University in Romeoville, IL, USAMarc Pruyn, Monash University, USA

• Preface.Introduction.Part I: Immigrants, Education, and Xenophobia.Chapter 1. In Search of a Place Called Home: The Linguistic, Cultural, and Socioeconomic Dislocations of Immigrants and Transnationals of Color, Pierre Orelus.Chapter 2. Education of Immigrants' Children: A Review of Two Decades of Empirical Research in the United States, 1965–2001, Yan Z. Ciupak.Chapter 3. Mainstreaming New Immigrant Students: The Struggles of an African 5th Grader, Esther Somé-Guiébré.Chapter 4. Conceptualizing Smartness: Using Social and Cultural Capital to Explain Academic Achievement Among a Group of African Immigrant Girls, Betty Okwako.Part II: Language, Minority Students, and Academic Achievement.Chapter 5. Challenging a Troubling Miseducation: Arab-American Marginalization in American Schools and Universities, Muana Shami.Chapter 6. Best Approaches to Literacy Instruction to English Language Learners: Cultural Conflicts and Compromises, Guofang Li.Chapter 7. Why Are the Spanish Speakers in the Back of the Room in a Dual Immersion Setting? Marisol Ruiz.Chapter 8. Teaching in the Face of Race: An Autoethnological Theoretical Reflection, Barrel Gueye and Cathie Lalonde.About the Authors.

Touorizou Hervé Somé, Ripon College, USAPierre W. Orelus, New Mexico State University, USACurry Stephenson Malott, West Chester University of Pennsylvania, USABrad J. Porfilio, Lewis University in Romeoville, IL, USAMarc Pruyn, Monash University, USA

• Preface.Introduction.Part I: Immigrants, Education, and Xenophobia.Chapter 1. In Search of a Place Called Home: The Linguistic, Cultural, and Socioeconomic Dislocations of Immigrants and Transnationals of Color, Pierre Orelus.Chapter 2. Education of Immigrants' Children: A Review of Two Decades of Empirical Research in the United States, 1965–2001, Yan Z. Ciupak.Chapter 3. Mainstreaming New Immigrant Students: The Struggles of an African 5th Grader, Esther Somé-Guiébré.Chapter 4. Conceptualizing Smartness: Using Social and Cultural Capital to Explain Academic Achievement Among a Group of African Immigrant Girls, Betty Okwako.Part II: Language, Minority Students, and Academic Achievement.Chapter 5. Challenging a Troubling Miseducation: Arab-American Marginalization in American Schools and Universities, Muana Shami.Chapter 6. Best Approaches to Literacy Instruction to English Language Learners: Cultural Conflicts and Compromises, Guofang Li.Chapter 7. Why Are the Spanish Speakers in the Back of the Room in a Dual Immersion Setting? Marisol Ruiz.Chapter 8. Teaching in the Face of Race: An Autoethnological Theoretical Reflection, Barrel Gueye and Cathie Lalonde.About the Authors.