Portraits of Young Refugee Women's Identities, Experiences, and Beliefs in Relation to College-Going

Autor/inn/en	Mann, Jennifer C.; Turner, Alison McGlinn
Titel	Portraits of Young Refugee Women's Identities, Experiences, and Beliefs in Relation to College-Going
Quelle	In: English Teaching: Practice and Critique, 22 (2023) 3, S.368-380 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/ETPC-07-2022-0085
Schlagwörter	Females; Refugees; Self Concept; Experience; Beliefs; College Attendance; English Teachers; Teacher Student Relationship; Interpersonal Relationship; Social Support Groups; Educational Strategies; Academic Aspiration; Self Determination; Value Judgment; Role Models; High School Students; Decision Making; Family Influence; Foreign Countries; North Carolina; Thailand; Iran + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Flüchtling; Selbstkonzept; Erfahrung; Belief; Glaube; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social support; Soziale Unterstützung; Lehrstrategie; Selbstbestimmung; Werturteil; Identifikationsfigur; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Decision-making; Entscheidungsfindung; Ausland
Abstract	Purpose: This study aims to explore the stories of two young refugee women, Sue Mar and Amora, and how their adolescent identities, experiences, and beliefs, partially shaped by their English teacher, helped pave their paths to higher education. Design/methodology/approach: This study is guided by the lens of critical literacy as "a way of being and doing" (Vasquez et al., 2019). The authors chose portraiture, a participant-centered methodology, as a response to the historical marginalization of refugees, to bring their voices to the forefront (Lawrence-Lightfoot and Davis, 1997). They draw from interviews conducted with Sue Mar and Amora, document analysis, and an interview with the English teacher. Findings: In Sue Mar and Amora's portraits, aspiration and determination are seen as primary factors in their college-going. In addition, Sue Mar and Amora were propelled by their English teacher's support through the cultivation of a loving relationship, high expectations, and critical pedagogical practices. Their family and community fostered beliefs about the power and potential of education, and other refugees served as important role models. Research limitations/implications: Researchers should explore refugee students' experiences accessing higher education. Practical implications: English educators should connect literature to the lived experiences of their students to show that they value their students' knowledge and past experiences. Social implications: Policymakers should consider the role that community colleges play in the lives of refugee students and should support programs including tuition reduction for refugee students. Originality/value: As only 6% of refugees currently attend college (UNHCR, 2023), it is essential to understand factors that contributed to students' college-going. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01