Educational challenges and sociocultural experiences of Somali students in an urban high school

As a descriptive cultural case study, the author examined the educational challenges and sociocultural experiences of Somali students in an urban high school. The case study data consisted of in-depth interviews with three participants. Results showed that Somali students had a tremendous need for native language literacy development as well as English language literacy in order to access academic learning. A significant implication for practice suggested by the study was the importance of creating extra academic and psycho-social support for Somali students so that they succeed in the era of high-stakes testing. Schools and educational communities that serve these students must provide professional development for teachers and work collaboratively with organizations and institutions within the Somali community. Additionally, the theoretical implication of the study supported the use of a sociocultural perspective in order to gain insight into the schooling experiences of Somali students.