Culture in acculturation: Refugee youth’s schooling experiences in international schools in New York City

Bartlett, Lesley; Mendenhall, Mary; Ghaffar-Kucher, Ameena

doi:10.1016/j.ijintrel.2017.04.005

Cited by 74 publications

(39 citation statements)

References 25 publications

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“…Yet, as we have demonstrated, the mentors were well positioned as boundary spanners to bridge what several of the school leaders in the study noted were “cultural gaps” between the schools and refugee homes. Beyond recognizing, as suggested by Bartlett et al (2017), that such thinking follows a narrow definition of “culture” that must be overcome, we suggest that education leaders should better integrate the mentors, and thus, the refugee families, into the schools.…”

Section: Discussionmentioning

confidence: 87%

“…Mendenhall and Bartlett (2018) also argue that refugee students benefit from a critical transnational curriculum and note that afterschool and extracurricular programs provide important academic, language, and social supports to refugee youth. Similarly, in their qualitative study examining the needs of refugee students in NYC, Bartlett et al (2017) find that the 23 students—18 of whom attended one of two international high schools—expressed feelings that, in their schools “diversity is valued, teachers demonstrate support, and many peers establish encouraging relationships” (p. 117–118). The schools, the authors argue, are effective in meeting the students’ needs in part because they use assets-based pedagogy and a curriculum centered on heterogeneous student groups.…”

Section: Reviewing the Literature: K-12 Refugee Educational Practice mentioning

confidence: 99%

“…The schools, the authors argue, are effective in meeting the students’ needs in part because they use assets-based pedagogy and a curriculum centered on heterogeneous student groups. Informed by their findings, Bartlett et al (2017) recommend that other schools adopt a more fluid understanding of “culture” to avoid the inaccurate and damaging discourse which asserts that refugees’ home and school cultures are at odds.…”

Section: Reviewing the Literature: K-12 Refugee Educational Practice mentioning

confidence: 99%

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Pushing the Boundaries: Education Leaders, Mentors, and Refugee Students

Koyama

Kasper

2020

Educational Administration Quarterly

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Purpose: In this study, we trace the work of refugee student–family mentors (mentors) in an Arizona school district who work across school–family boundaries. Utilizing boundary spanning theory, we examine how education leaders—teachers, school principals, assistant principals, and district administrators—work with the mentors. We document the interactions between the school leaders and the mentors and compare them with the interactions between the refugee families and the mentors. Research Methods/Approach: We draw on data collected in a 3-year ethnography of refugee networks and on a related set of extended interviews with refugee parents. Data includes interviews with refugee mentors, school leaders, and refugee parents, as well as interviews with staff members of refugee support organizations, resettlement agencies, and state programs. Observational fieldnotes and documents were also collected. Data analysis included emergent coding and theme comparison across all data. Conclusions: We demonstrate that the refugee parents respect and depend on the mentors, while school leaders often treat them as “helpers.” We analyze how the mentors are delegitimized by the actions of education leaders in schools, and also by their marginalization in the school district. We recommend additional research be conducted on how school districts interact with refugee students and families. We suggest that education leaders better support the work of staff who work with refugees and other culturally and linguistically diverse students by taking a resource inventory, clarifying staff roles, including parents in decision making, and making a commitment to build inclusive school communities.

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Section: Discussionmentioning

confidence: 87%

Section: Reviewing the Literature: K-12 Refugee Educational Practice mentioning

confidence: 99%

Section: Reviewing the Literature: K-12 Refugee Educational Practice mentioning

confidence: 99%

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Pushing the Boundaries: Education Leaders, Mentors, and Refugee Students

Koyama

Kasper

2020

Educational Administration Quarterly

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“…Language difficulty has also invariably been reported as a source of acculturative stress, ascertaining that international students with poor local language proficiency in the host community are more likely to experience higher acculturative stress (e.g., [34] [56]). In congruence with the previous literature, the present result also found a significant negative correlation between acculturative stress and Chinese language proficiency, suggesting that students with good Chinese language skill better function in the process of acculturation.…”

Section: Association Between Sociodemographics and Acculturative Stressmentioning

confidence: 99%

Major Causes of Acculturative Stress and Their Relations with Sociodemographic Factors and Depression among International Students

Gebregergis¹

2018

JSS

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The purpose of the study was to examine the main sources of acculturative stress and their associations with sociodemographic factors and depression. A descriptive cross-sectional research design was employed to investigate the study. International students (N = 506) volunteered to take part in the survey and completed two self-report questionnaires: Acculturative Stress for International Students Scale and a Center for Epidemiological Studies Depression Scale. Descriptive statistics, Pearson's product moment correlation, t-test, and analysis of variance were performed in data analyses. The study delineated that homesickness, culture shock, and discrimination were the leading stress causing factors among the students. Participants' age, marital status, Chinese language proficiency, friendship with local students, educational level, prior travel experience and source of financial support also appeared to have a significant association with their acculturative stress scores. The study also explored a significant positive relationship between acculturative stressors and depression. Findings of the study could apply to host universities to better engineer programs or services that accelerate and promote the psychological positive acculturative process and outcomes of their international fellow students and subsequently safeguard them from exacerbating mental health problems.

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“…For a long time, English teaching has focused on language skills training and knowledge transfer and has paid insufficient attention to the cultivation of cultural self-confidence. On the other hand, the theory of cultural self-confidence is multi-dimensional, and empirical research methods are lacking (Bartlett & Mendenhall, 2017). In the actual teaching, there is no framework for cultivating cultural self-confidence that is suitable for Chinese English teaching practice and has high recognition and high operability (Thomas & Warren, 2017).…”

Section: Introductionmentioning

confidence: 99%

English Teaching and the Cultivation of Young People's Cultural Confidence

Yang¹

2018

AETP

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In order to deeply study the cultivation of young people's cultural self-confidence in English teaching. Through the investigation and analysis of the status quo affecting young people's cultural self-confidence, the relevant reasons are found out. Methods and measures to develop students' self-confidence in English teaching have been proposed. To improve young people's cultural self-confidence, teachers need to take the following methods: cultivate harmonious teacher and student emotions and stimulate young people's interest in learning; correctly treating young people's mistakes; use motivational language in class; formulate level educational goals and implement tiered teaching; use formative evaluation; implement hope and success education. By comparing the two classes with horizontal and vertical two self-confidence measurement scales, it is concluded that the teacher's teaching behavior is positively related to the students' self-confidence.

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Culture in acculturation: Refugee youth’s schooling experiences in international schools in New York City

Cited by 74 publications

References 25 publications

Pushing the Boundaries: Education Leaders, Mentors, and Refugee Students

Pushing the Boundaries: Education Leaders, Mentors, and Refugee Students

Major Causes of Acculturative Stress and Their Relations with Sociodemographic Factors and Depression among International Students

English Teaching and the Cultivation of Young People's Cultural Confidence

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