Where Am I? Refugee Youth Living in the United States

2009 ◽  
Vol 2 (3) ◽  
pp. 453-469 ◽  
Author(s):  
Jacqueline R. Mosselson
Keyword(s):  
United States ◽  
The United States ◽  
Refugee Youth

scholarly journals FROM THERE TO HERE: USING PHOTOGRAPHY TO EXPLORE PERSPECTIVES OF RESETTLED REFUGEE YOUTH

2012 ◽  
Vol 3 (4.1) ◽  
pp. 546 ◽  
Author(s):  
Jody Lynn McBrien ◽  
Rebecca Day
Keyword(s):  
United States ◽  
Social Service ◽  
Service Providers ◽  
Ecological Theory ◽  
The United States ◽  
Refugee Students ◽  
Refugee Youth ◽  
Social Service Providers ◽  
Immigrant Populations

Because refugee numbers are much smaller than those of other immigrant populations in the United States, researchers frequently group refugees with other immigrants in their studies. However, due to the traumatic circumstances that most refugees face prior to their arrival, they require separate consideration. We chose the medium of photography to help newcomer refugee students express themselves beyond their current capacities in English, and we used the students’ photographs as catalysts to interview them about their resettled lives in the United States. Through this process, we discovered themes central to the students’ lives, and ways in which they were working to reconcile important past and present elements, such as family, friends, cultures, and aspirations. Bronfenbrenner’s (1986) ecological theory provides a useful frame for exploring these students’ processes of acculturation. Their photos, and their commentaries, provide critically important information for teachers, social service providers, and others working with refugee youth.

Factors Related to Educational Resilience among Sudanese Unaccompanied Minors

2011 ◽  
Vol 113 (9) ◽  
pp. 2080-2114 ◽  
Author(s):  
Meenal Rana ◽  
DesirÉe Baolian Qin ◽  
Laura Bates ◽  
Tom Luster ◽  
Andrew Saltarelli
Keyword(s):  
United States ◽  
Research Design ◽  
Foster Parents ◽  
Community Support ◽  
The United States ◽  
Educational Resilience ◽  
Unaccompanied Refugee Minors ◽  
Refugee Youth ◽  
Foster Families ◽  
Refugee Minors

Background/Context Educational resilience is defined as having successful outcomes in school despite the adversities one has faced in life. There is a dearth of research on a particularly high-risk group—unaccompanied refugee minors who are separated from their parents by war and lack the protection and advocacy provided by adult caretakers. Purpose This qualitative study explores the factors associated with educational resilience among unaccompanied Sudanese refugee youth who experienced extreme trauma and chronic adversity prior to being placed with American foster families in 2000–2001. Setting The setting includes Lansing and neighboring communities in Michigan. Participants Nineteen Sudanese refugees (mean age—15 years at the time of resettlement; gender—17 males, 2 females) who had been placed in a foster care program for unaccompanied refugee minors in the United States participated in the retrospective interviews. We interviewed 20 parents from 15 families, including five couples, 3 married mothers interviewed alone, 2 single fathers, and 5 single mothers. Research Design The study used a qualitative research design by using open ended semi-structured interviews in which the participants were comfortable speaking about their experiences, yet the researchers were able to follow the interview protocol. With the assistance of the resettlement agency (Lutheran Social Services of Michigan), we sampled for diversity in the foster families to obtain a sample of youth who were exposed to diverse families and circumstances. With the help of foster parents and the assistance of a Sudanese cultural consultant, we recruited at least one youth from each of these families, with the exception of two families. Data Analysis The transcribed interviews were coded thematically. A three-step coding procedure was used: open, axial, and selective coding. Findings All youth in our study came to the United States with “education” as their primary goal. Many youth had a desire to help those left in Africa and to rebuild Sudan. All the youth interviewed had achieved at least a high school diploma, and all but three had either completed or were enrolled in higher education. Personal attributes, relationships, and community support/opportunities helped the youth in overcoming the challenges that they faced in terms of educational attainment in the United States. Conclusions/Recommendations This study confirmed the important roles of parents, teachers, and school counselors in educational success for at-risk youth. The challenges noted by the youth and their foster parents provided useful information for possible changes in policy that could enhance their success.

scholarly journals Trauma-Related Psychopathology in Iraqi Refugee Youth Resettled in the United States, and Comparison With an Ethnically Similar Refugee Sample: A Cross-Sectional Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Lana Ruvolo Grasser ◽  
Luay Haddad ◽  
Suzanne Manji ◽  
Shervin Assari ◽  
Cynthia Arfken ◽  
...  
Keyword(s):  
United States ◽  
Posttraumatic Stress ◽  
Separation Anxiety ◽  
Forced Migration ◽  
The United States ◽  
Posttraumatic Stress Symptoms ◽  
Refugee Youth ◽  
Syrian Refugee ◽  
Stress Symptoms ◽  
Iraqi Refugee

BackgroundConflict in Iraq has displaced millions of refugee youth. Warzone exposure and forced migration have unique acute and chronic impacts on youth, yet effects of exposure may not be universal across diverse refugee groups. Understanding how youth from various refugee groups are differentially affected by stress and trauma is critical to allocate resources and implement screening measures with the goal of providing early intervention.MethodTo identify the effects of warzone exposure and forced migration, a convenience sample of 48 Iraqi refugee youth ages 6–17 was assessed within the first month of arrival to the United States. Youth provided self-reported severity of posttraumatic stress and anxiety symptoms; symptom severity was then compared with an existing sample of 135 Syrian refugee youth to explore whether refugee youth of different nationalities experience the same effects of warzone exposure and forced migration. These data are the baseline for a longitudinal developmental study of refugee health, which also includes parental data.ResultsSeverity of separation anxiety and negative alterations in cognition and mood were the greatest symptomatic concerns in Iraqi refugee youth. Thirty-eight percent of responding Iraqi youth showed possible indication of an anxiety disorder. Severity of posttraumatic stress symptoms was lower in Iraqi youth compared to Syrian youth. For both Iraqi and Syrian refugee youth, separation anxiety was the most significant concern, with more than 80% of both samples showing a possible indication of clinically significant separation anxiety.ConclusionThe present observational study indicated that Iraqi refugee youth experience a range of anxiety and posttraumatic stress symptoms following warzone exposure and forced migration; posttraumatic stress symptoms were less severe in Iraqi versus Syrian youth. Comparing refugee youth of different nationalities is of particular importance, as our results demonstrate that findings from one refugee population cannot easily be generalized to another. Clinical and research efforts should prioritize interventions to address separation anxiety in refugee youth, which was of concern in both samples.

Art therapy with Syrian refugee youth in the United States: An intervention study

2020 ◽  
Vol 69 ◽  
pp. 101665
Author(s):  
Holly Feen-Calligan ◽  
Lana Ruvolo Grasser ◽  
Jenna Debryn ◽  
Sara Nasser ◽  
Corryn Jackson ◽  
...  
Keyword(s):  
United States ◽  
Art Therapy ◽  
Intervention Study ◽  
The United States ◽  
Refugee Youth ◽  
Syrian Refugee

The Karen resettlement story: A participatory action research project on refugee educational experiences in the United States

2016 ◽  
Vol 15 (2) ◽  
pp. 132-160 ◽  
Author(s):  
Daniel Gilhooly ◽  
Eunbae Lee
Keyword(s):  
United States ◽  
Action Research ◽  
Participatory Action Research ◽  
English Language ◽  
School Administrators ◽  
White Male ◽  
The United States ◽  
Participatory Action ◽  
Action Research Project ◽  
Refugee Youth

This study discusses Karen refugees and their education experiences in the United States via a participatory action research. A White male American English tutor and three adolescent Karen brothers took a road trip and visited with the Karen diaspora communities throughout the United States. Researchers in collaboration designed the study, collected qualitative data (interviews, participant observations, artifacts), and analyzed the data and identified five challenges facing Karen youth in- and out-of school: English language divide, parental involvement in their children’s schooling, bullying, gangs, and gender. We discuss how involvement in such a participatory action research can promote new awareness and agency for minority youth. Furthermore, we suggest ways for teachers, school administrators, and community members to help refugee youth better adapt to their communities and schools.

scholarly journals Connections and Contradictions in Teacher Practices for Preparing Globally Minded Citizens in Two IB Public Schools

2015 ◽  
Vol 117 (9) ◽  
pp. 1-38
Author(s):  
Laura Quaynor
Keyword(s):  
United States ◽  
Public Schools ◽  
Classroom Practice ◽  
Global Education ◽  
International Baccalaureate ◽  
Teacher Practice ◽  
The United States ◽  
Refugee Youth ◽  
Teacher Orientation ◽  
Immigrant And Refugee

Background/Context With 13 million immigrants arriving in the United States between 2000 and 2010, immigration is at its highest level in a century. At the same time, there has been an exponential increase in the number of IB PYP and MYP schools in the United States, from 88 registered in 1997 to 1,470 in 2013. Much of this increase has been in Title I schools serving diverse populations. This work examines classroom practice at the intersection of these phenomena. Purpose Within two different schools that offer IB programs and serve substantial numbers of immigrant and refugee youth, how do teachers prepare youth for citizenship? Setting This study took place at two public middle schools in suburban neighborhoods in the southeastern United States. Population Participants included seven middle school teachers, two administrators, and 27 sixth-grade students from 11 different countries. Intervention/Program/Practice Both schools were registered as IB World Schools. Research Design This article reports on a comparative case study of six classrooms in two International Baccalaureate schools. Data Collection and Analysis The author shares findings based on 65 classroom observations over the course of one semester, nine interviews with adult teachers and administrators. Data was analyzed using a phenomenological approach, beginning with analyzing data from each classroom, then from each school, and finally comparing themes between classrooms and students in the two schools. Data analysis began with codes based on theoretical frameworks for citizenship. Findings/Results A wide divergence in teacher practice was observed, with some practices exemplifying a flexible teacher orientation towards global education, acknowledging the global experiences, multiple languages, and variety of viewpoints that students brought into the classroom. Other practices exemplified a fixed teacher orientation towards global education, ignoring the variety of student experiences, languages, and viewpoints in the classroom. Conclusions/Recommendations Based on the differences in implemented curricula in the two schools across classrooms, the author proposes expanding frameworks for understanding global education. Global education can be implemented with a flexible or fixed orientation, as educators design activities and present content in ways that recognize or disregard students’ identities and experiences. The study suggests that the use of International Baccalaureate programs is no guarantee of a global education connected to the experiences of immigrant and refugee youth. Modifications in teacher practice and school structures are necessary in order to make global education relevant to diverse youth.

Correlative microscopy in distrubuted (client/server) computing environments: tools for catalyzing the rapid dissemination of information about the cell biology of the human prostate

1995 ◽  
Vol 53 ◽  
pp. 682-683
Author(s):  
A. Hakam ◽  
J.T. Gau ◽  
M.L. Grove ◽  
B.A. Evans ◽  
M. Shuman ◽  
...  
Keyword(s):  
United States ◽  
Cell Biology ◽  
Tissue Bank ◽  
The United States ◽  
Prostate Adenocarcinoma ◽  
Correlative Microscopy ◽  
Client Server ◽  
Critical Elements ◽  
Transplant Organ

Prostate adenocarcinoma is the most common malignant tumor of men in the United States and is the third leading cause of death in men. Despite attempts at early detection, there will be 244,000 new cases and 44,000 deaths from the disease in the United States in 1995. Therapeutic progress against this disease is hindered by an incomplete understanding of prostate epithelial cell biology, the availability of human tissues for in vitro experimentation, slow dissemination of information between prostate cancer research teams and the increasing pressure to “ stretch” research dollars at the same time staff reductions are occurring.To meet these challenges, we have used the correlative microscopy (CM) and client/server (C/S) computing to increase productivity while decreasing costs. Critical elements of our program are as follows:1) Establishing the Western Pennsylvania Genitourinary (GU) Tissue Bank which includes >100 prostates from patients with prostate adenocarcinoma as well as >20 normal prostates from transplant organ donors.

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