Supporting African Refugee Children in an Afterschool Program: Facilitating Academic and Socio-Emotional Development

Autor/inn/en	Kennedy M. Damoah; Marina Vasilyeva; Rebecca Lowenhaupt
Titel	Supporting African Refugee Children in an Afterschool Program: Facilitating Academic and Socio-Emotional Development
Quelle	In: Education and Urban Society, 58 (2026) 3, S. 361-384Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Kennedy M. Damoah) ORCID (Rebecca Lowenhaupt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245251389944
Schlagwörter	Forschungsbericht; African Culture; Refugees; After School Programs; Social Development; Emotional Development; Elementary School Students; Secondary School Students; Community Education; Student Attitudes; Homework; Tutoring; Small Group Instruction; Culturally Relevant Education; Foreign Countries; Massachusetts; Ghana; Kenya; Chad; Congo; Tanzania; Central African Republic; Uganda + Suchen Sie Ihr Suchwort? Africa; Culture; Afrika; Kultur; Flüchtling; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Soziale Entwicklung; Gefühlsbildung; Sekundarschüler; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Schülerverhalten; Hausaufgabe; Förderkonzept; Nachhilfeunterricht; Ausland; Master-Studiengang; Kenia; Tschad; Kongo; Tansania; Zentralafrikanische Republik
Abstract	This study used participant observation methodology to identify learning goals and socio-emotional needs of school-aged African refugee children, and explored how an urban community-based afterschool program can support these students. Participants included 28 children, ranging from elementary to high-school students, who attended the afterschool program, African Community Education. The data consisted of ethnographic fieldnotes collected during observations and direct interactions with study participants. Several themes emerged from the analysis: (1) Students viewed afterschool programs as a key source of academic support; (2) ACE participants viewed education as a key to their success in a new country; (3) The ACE program provided academic support via homework help, as well as one-on-one and small-group tutoring; (4) The ACE program provided socio-emotional support: it served as a safe space for refugee children and allowed them to reconnect with their home culture. The findings elucidate the strengths and challenges of refugee children while identifying effective practices to support them. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/1/03