"What Was Your Home Country Like?" -- Syrian Refugee Youths' Experiences of School Belonging

Autor/inn/en	Salam, Zoha; Gajaria, Amy; Wahoush, Olive; Nouvet, Elysee
Titel	"What Was Your Home Country Like?" -- Syrian Refugee Youths' Experiences of School Belonging
Quelle	In: Educational and Developmental Psychologist, 40 (2023) 2, S.181-189 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2059-0776
DOI	10.1080/20590776.2022.2111209
Schlagwörter	Foreign Countries; Refugees; Student Adjustment; Late Adolescents; Language Proficiency; Experience; Educational Environment; School Policy; Affordances; Barriers; Coping; Student School Relationship; Social Isolation; Self Esteem; Ethnicity; Social Bias; Syria; Canada + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Halbstarker; Language skill; Language skills; Sprachkompetenz; Erfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulpolitik; Bewältigung; Schüler-Lehrer-Beziehung; Soziale Isolation; Self-esteem; Selbstaufmerksamkeit; Ethnizität; Syrien; Kanada
Abstract	Objective: To explore the experiences of how Syrian refugee youth resettled in Canada negotiate and facilitate a sense of belonging within their school environment. Method: Semi-structured interviews in English were conducted with nine Syrian refugee youths aged 16 to 18. The content of the interviews was analysed through Interpretive Phenomenological Analysis. Results: Participants identified a variety of factors which helped them or became hurdles for within this process. Three themes of language proficiency, shared experiences, and school environment were described. Overall, it was apparent that schools with robust policies, such as having trained teachers and language support programmes, were important in facilitating belonging. Peers who were from the same sociocultural background or were migrants themselves often were highlighted as important individuals as they acted as cultural brokers. Conclusion: Syrian refugee youth within this study actively found ways to facilitate belonging within their school environments, even if there was a lack of structural support in the forms of inadequate language programmes or poor school policies. This study's findings also iterate that Syrian refugee youth are active agents in their environments, as they engage in various opportunities to socialize, integrate, and thrive in their new environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01