Abstract
This article examines how sub-Saharan African families in the United States engage with high schools and the college-going process. Using qualitative methods and the concept of home-school dissonance, Chrystal A. George Mwangi shows how African immigrant families—one of the fastest-growing yet least-studied immigrant groups— develop educational strategies for the college-going process and how their children navigate differing educational expectations between school and home.
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