1.5 Generation Black Jamaican Immigrant Journey of Self-Discovery and Ethnic Identity Development

Abstract

This qualitative study was designed to understand. how1.5-generation Jamaican Black immigrants develop their ethnic identity in the United States. As the Jamaican American, population continues to increase, it is important to understand how educational research masks the needs of this community immigrant community. Portraiture is the methodology used in this study collect, analyze, and interpret data from narrative interviews of six participants. This methodology’s analysis and interpretation procedure includes pre-analysis; sketching themes; constructing codes; testing codes for accuracy; and identification of common themes and ideas from these codes. The finding of this study focused on the how the participants navigated multiple cultural and linguistic norms related to race and ethnicity in the United States; the impact of schooling on, and the resources and strategies utilized, to develop their Black Jamaican American Identity. The analysis of the data revealed several themes that were organized in response to each research question. These themes are; (1) Culture shock and othering as catalysts for identity formation, Learning to use the “right language”; (2) Schooling devalue Jamaican and immigrant identity, Lack of curriculum representation impact on identity, Impact of non-curricular on identity, Race trumps national and ethnic identity in U.S., Identity formation: Moratorium of African American and Foreclosure of Jamaican identity; (3) Resist hiding their Jamaican identity, Codeswitching between identity boundaries, Ethnic Identity Achievement by Reimaging schemas. These 1.5-generation Black Jamaican immigrants also developed a deep understating of linguistic and cultural boundaries to develop their personal ethnic and racial identities. This research is potentially valuable for education because it recognizes the pluralistic frameworks that individuals use to navigate the U.S. identity matrix as well as the educational system. This has the potential for positive outcomes for students by developing culturally responsive pedagogy and school environments that are frameworks to assist marginalized Black immigrant population succeed in the mainstream educational system. Furthermore, the results of such research could expand the discourse related to race, power and identity.