A timely opportunity for change: Increasing refugee parental involvement in U.S. schools

Koyama, Jill; Bakuza, Fortidas

doi:10.1007/s10833-017-9299-7

Cited by 38 publications

(28 citation statements)

References 30 publications

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“…Family involvement is an important part of children's education (Ule, Živoder, & du Bois-Reymond, 2015) and cooperation between parents and teachers can increase students' academic, social, and cultural achievement. This is especially important for refugee or asylum-seeker students (Jeynes, 2003;Kanu, 2008;Koyama & Bakuza, 2017;Tang, 2012). According to a study by Rah, Choi, and Nguyen (2009), there are three important barriers to refugee parent involvement: "Language proficiency, time constraints due to family socioeconomic status and traditional family structures, and deferential attitudes towards school authority" (p. 352).…”

Section: Discussionmentioning

confidence: 99%

Teaching Syrian Students in Turkish Schools: Experiences of Teachers

Yaşar

Amaç

2018

Sustainable Multilingualism

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The Syrian civil war affected Turkey so much that approximately three and a half million Syrians live in Turkey. Ministry of Education implemented an inclusive approach to schooling of Syrian asylum-seekers' children by educating them in public schools with their Turkish peers in the same classrooms in 2016 in order to address their educational needs, integration into the Turkish culture, and to prevent generation gap. Education, as a basic human right and as a way of integration into the Turkish society, is provided for free at all levels of education in Turkey. The inclusion of Syrian students in the Turkish school environment is quite a new experience for Turkish teachers and if the inclusion process is not managed properly, it may have negative effects on both students and their teachers. The purpose of this phenomenological study was to explore the experiences of teachers teaching Syrian students in the city of Kilis, where the number of asylum-seekers outnumbered the local population and almost one-fifth of the students in public schools are Syrians. The guiding question of this research was "What are the lived experiences of primary and middle school teachers educating Syrian children in culturally inclusive classrooms?" Five teachers from four different primary and middle schools were interviewed. The six open-ended interview questions allowed the participants to reflect on their experiences. The data were collected during the spring semester of 2017. The interviews were analyzed according to thematic methods. Three themes emerged: language barrier, lack of family support, and teachers' lack of pedagogical skills to teach asylum-seeker students.

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Section: Discussionmentioning

confidence: 99%

Teaching Syrian Students in Turkish Schools: Experiences of Teachers

Yaşar

Amaç

2018

Sustainable Multilingualism

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“…Certainly, the individual circumstances are still illuminated and discussed but increasingly also the strengths and resources which NAMSs bring with them. Some of these resources -such as multilingualism, proper educational background, resilience, motivation and dedicated parents -their recognition and utilization, are essential for explaining the educational conditions of NAMSs (Ferfolja and Vickers 2010;Ni Raghallaigh and Gilligan 2010;Kaukko and Wilkinson 2020;Devine 2011;Hamilton and Moore 2004;Isik-Ercan 2012;Koyama and Bakuza 2017;Matthiesen 2015).…”

Section: Newly Arrived Migrant Students In International Researchmentioning

confidence: 99%

‘Not (yet) ready for the mainstream’ – newly arrived migrant students in a separate educational program

Bunar

Juvonen

2021

Journal of Education Policy

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The aim of this article is to describe and analyze how school leaders as key actors in policy enactment understand, talk about and act in relation to Newly Arrived Migrant Students (NAMSs) enrolled in a separate Language Introduction Program in Sweden. Drawing on the work of Stephen J. Ball and colleagues, we argue that a particular discursive formation of NAMSs, operating within constrains of various contextual factors, has a decisive impact on how policy as text is interpreted and enacted. Discursively formulating NAMSs as having multiple challenges, beyond Swedish language and insufficient grades, introduces various barriers. Policy flexibility in combination with power disparities thus allows school leaders, framed within legitimacy of 'rational explanations' and 'affirmative intentions', to negotiate policy meanings which are not always working in the students' best interests. Our empirically grounded and theoretically informed discussions showcase why there can be no inclusive education if NAMSs, during a protracted period, are physically, pedagogically and socially separated from mainstream structures. Consequently, and with the support in international research, we call for the overhaul of organizational approaches that allocate Newly Arrived Migrant Students to separate educational forms.

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“…The combined lack of communication and physical presence in schools can perpetuate deficit views of immigrant and refugee parents as disinterested in their children's schooling and position them as unreliable, unstable resources for the school and for their child (Koyama & Bazuka, 2017). This mis‐identification leads school officials to not fully recognize the capacity and commitment that immigrant and refugee parents possess to support their children's education.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Educational outcomes vary among refugee youth depending upon multiple factors including age of arrival, socioeconomic status, country of origin, English fluency, international relations and policies, to name a few (Tandon, 2016; Yi & Kiyama, 2018). Although these trends vary between some immigrant and refugee populations, consistent in the research are the deficit and incomplete views they encounter while navigating social and educational institutions in the United States despite their high educational aspirations (Koyama & Bazuka, 2017; Yi & Kiyama, 2018). Decades of research demonstrate the persistent and innumerable bouts of racism, sexism, and discrimination immigrant and refugee communities encounter within their resettlement countries and the harmful impacts on their educational outcomes, mental health, economic wellbeing and overall integration into their host society (Kira et al., 2010; Muñoz & Vigil, 2018; Pittaway & Bartolomei, 2001; Portes & Rumbaut, 2001; Yi & Kiyama, 2018).…”

Section: Introductionmentioning

confidence: 96%

“…Parental involvement research highlights the crucial support immigrant and refugee parents and families offer their children; however, little attention is given to interplaying systemic, power structures that create unwelcoming, hostile climates perpetuated by educational institutions lacking culturally inclusive practices. While more recent research explores the critical role institutions play in creating welcoming and cultural relevant environments (Baird, 2015; Koyama & Bakuza, 2017; Sibley & Brabeck, 2017), these studies understate the impact of structural school barriers and fall short of critically examining how, particularly, immigrant and refugee families are negotiating educational outcomes for their children within these restrictive structures. As such, this article explores how immigrant and refugee families counter educational inequities in their communities.…”

Section: Introductionmentioning

confidence: 99%

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Countering educational inequities in refugee and immigrant communities: Family navigational strategies in educational settings

Vigil

Lopez

2020

New Drctns Hghr Edu

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Although immigrant and refugee youth are entering higher education at increasing rates, they complete high school and college at dramatically lower rates than their native‐born counterparts. Literature in the K‐12 educational sector examines a host of challenges that immigrant and refugee children encounter in US schools which further contributes to the ever present educational gap between them and their peers. In this article, the authors examine challenges immigrant and refugee families encounter and the navigational strategies they employ in their pursuit to access quality education for their children. The authors draw upon funds of knowledge (FoK) and transformational resistance as guiding frameworks to critically unpack how these navigational strategies are leveraged by families to counter oppressive schooling structures, functioning as strategic resistance. School choice, strategic relationship building, and advocacy are only a few of the diverse ways families mobilize their FoK to subvert inequitable educational systems.

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A timely opportunity for change: Increasing refugee parental involvement in U.S. schools

Cited by 38 publications

References 30 publications

Teaching Syrian Students in Turkish Schools: Experiences of Teachers

Teaching Syrian Students in Turkish Schools: Experiences of Teachers

‘Not (yet) ready for the mainstream’ – newly arrived migrant students in a separate educational program

Countering educational inequities in refugee and immigrant communities: Family navigational strategies in educational settings

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