Refugee Parents' Perspectives on Preschool Enrollment after Migration and Resettlement

Autor/inn/en	Ingle, W. Kyle; Stovall, Kathy
Titel	Refugee Parents' Perspectives on Preschool Enrollment after Migration and Resettlement
Quelle	In: Voices of Reform, 4 (2021) 1, S.93-109, Artikel 6 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Phenomenology; Refugees; Parent Attitudes; Urban Areas; Preschool Education; School Districts; Preschool Children; Educational Opportunities; Futures (of Society); Peace; Decision Making; Enrollment; Public Agencies; Land Settlement; Mentors; Public Schools; Participant Characteristics; Kentucky (Louisville) + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Flüchtling; Elternverhalten; Urban area; Stadtregion; Pre-school education; Vorschulerziehung; School district; Schulbezirk; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Bildungsangebot; Bildungschance; Future; Society; Zukunft; Frieden; Decision-making; Entscheidungsfindung; Einschulung; Öffentliche Einrichtung; Siedlungsraum; Public school; Öffentliche Schule
Abstract	Using phenomenography, the researchers explored the perspectives of resettled refugee parents and why they chose to enroll their children in a large urban school district's preschools. All of the participants were driven by intense desires to have a brighter future for themselves and for their children in their new country. All saw education as privilege and an opportunity to ensure more promising futures for their children--an opportunity that should not be left on the table. All the participants expressed an appreciation for the opportunities afforded them in the U.S. and hopes for a peaceful future. The participants' backgrounds and migration experiences varied, but consistent across them were hardships and challenges. These influenced their decision to enroll children in an urban public preschool program in the hopes of increasing the likelihood of success for their children. Participants relied heavily on the support of refugee agencies. The researchers identified a need for local school districts to collaborate with resettlement agencies in developing a concrete plan for addressing the unique needs of refugee parents and children. This may include parent mentoring and using refugees to mentor/assist more recently arrived refugees in navigating the educational bureaucracies in their new country and school district. (As Provided).
Anmerkungen	Nina B. Hollis Institute for Educational Reform. 421 North Woodland Blvd, DeLand, FL 32723. Tel: 386-822-7081; Web site: https://www.voicesofreform.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01