“If You Need Help, They are Always There for us”: Education for Refugees in an International High School in NYC

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

doi:10.1007/s11256-016-0379-4

Cited by 83 publications

(47 citation statements)

References 13 publications

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“…Such complex and interacting experiences are further diversified by individual differences, such as acculturation orientations, immigrant generation, or refugee experiences. It seems though, that several aspects of the school context are beneficial for most youth of immigrant and/or refugee background: first, to have positive interactions and relations with teachers and fellow students in the classroom (den Brok et al, 2010;Lee & Lam, 2016;Mendenhall et al, 2017), which are characterized by positive beliefs and nondiscrimination. Such positive relations in the classroom can also buffer some of the negative effects of discrimination experiences immigrant-or refugee-background youth may make in the classroom or elsewhere (e.g., Bayram Özdemir & Stattin, 2014).…”

Section: Discussionmentioning

confidence: 99%

Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background

Schachner

Juang

Moffitt

et al. 2018

European Psychologist

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Schools as acculturative and developmental contexts for youth of immigrant and refugee backgroundSchachner, Maja; Juang, Linda P.; Moffitt, U.; van de Vijver, Fons Published in: European PsychologistPublication date: 2018 Link to publication Citation for published version (APA):Schachner, M., Juang, L. P., Moffitt, U., & van de Vijver, F. (2018). Schools as acculturative and developmental contexts for youth of immigrant and refugee background. European Psychologist, 23, 44-56. General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.-Users may download and print one copy of any publication from the public portal for the purpose of private study or research -You may not further distribute the material or use it for any profit-making activity or commercial gain -You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright, please contact us providing details, and we will remove access to the work immediately and investigate your claim. Abstract: Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugeebackground youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, studentteacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.

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Section: Discussionmentioning

confidence: 99%

Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background

Schachner

Juang

Moffitt

et al. 2018

European Psychologist

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“…These 'successful' schools, which are specifically designed to serve refugee and immigrant newcomers, used languages as a resource, engaging in "translanguaging" practices (GarcÍa & Wei, 2014), by which they encouraged students to use multiple languages toward both content mastery and social belonging. At the same time, they recognized refugee students' aspirations for English fluency and prioritized that goal (Bajaj & Bartlett, 2017;Mendenhall, Bartlett, & Ghaffar-Kucher, 2017). Relationships of care and support spurred refugees' connection to and investment in school as well as their academic performance (Bartlett, Mendenhall, & Ghaffar-Kucher, Forthcoming;Dryden-Peterson, 2017a;Mendenhall et al, 2017).…”

Section: Supporting Refugees In Us Schoolsmentioning

confidence: 99%

“…At the same time, they recognized refugee students' aspirations for English fluency and prioritized that goal (Bajaj & Bartlett, 2017;Mendenhall, Bartlett, & Ghaffar-Kucher, 2017). Relationships of care and support spurred refugees' connection to and investment in school as well as their academic performance (Bartlett, Mendenhall, & Ghaffar-Kucher, Forthcoming;Dryden-Peterson, 2017a;Mendenhall et al, 2017).…”

Section: Supporting Refugees In Us Schoolsmentioning

confidence: 99%

“…Pedagogies of heterogeneous groupings of students, whereby students could serve as resources to one other, as well as an intensive focus on differentiated instruction that reflected students' experiences also contributed to refugee students' success in school (Bajaj & Bartlett, 2017;Mendenhall et al, 2017). At the same time, given preresettlement educational experiences, many refugee students described challenges with the learner-centered instruction they encountered in U.S. schools (Mendenhall et al, 2017).…”

Section: Supporting Refugees In Us Schoolsmentioning

confidence: 99%

“…At the same time, given preresettlement educational experiences, many refugee students described challenges with the learner-centered instruction they encountered in U.S. schools (Mendenhall et al, 2017). …”

Section: Supporting Refugees In Us Schoolsmentioning

confidence: 99%

See 2 more Smart Citations

“When I Am a President of Guinea”: Resettled Refugees Traversing Education in Search of a Future

Dryden‐Peterson¹,

Reddick²

2017

European Education

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I and Thou? Challenges to dialogical pedagogy in a diverse London secondary school

Soye

2023

British Educational Res J

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A growing body of literature suggests that ‘intercultural education’ is an important tool for transformative learning about oneself and the other. Yet little is known about the challenges and opportunities of intercultural education in practice, particularly in light of an increasing focus in Western education policy on testing and standardisation. This article uses ethnographic and focus group research in an ethnically diverse secondary school in East London to empirically explore the opportunities and challenges of intercultural education in practice. It highlights similarities between the concept of intercultural education and Martin Buber's theory of the ‘I−Thou’ encounter, suggesting that this dialogical relation has the potential to transform stereotypes and develop personhood. The research findings show how teachers at the East London secondary school employed dialogical techniques to encourage critical perspectives among their students and to cultivate their trust, a key element of I−Thou encounter. The findings also, however, draw attention to the deleterious impact of the marketised education paradigm on the dialogical relation, demonstrating how a policy focus on attainment and the narrow national curriculum limit opportunities for dialogue in the classroom and erode trust between teacher and student. The article argues that there is a clear and urgent imperative for change within the Western education system if Buber's dialogical pedagogy is to bear fruit and transformative learning is to take place.

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“If You Need Help, They are Always There for us”: Education for Refugees in an International High School in NYC

Cited by 83 publications

References 13 publications

Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background

Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background

“When I Am a President of Guinea”: Resettled Refugees Traversing Education in Search of a Future

I and Thou? Challenges to dialogical pedagogy in a diverse London secondary school

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