A Phenomenological Study on Educators Assisting Afghan Refugee Youth in the United States
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| Title: | A Phenomenological Study on Educators Assisting Afghan Refugee Youth in the United States |
|---|---|
| Language: | English |
| Authors: | Andrea Rakushin Lee, Daniel Bailey, Michael Hidalgo, Elizabeth Harrison, Tara Hill |
| Source: | Intercultural Education. 2024 35(6):672-690. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Phenomenology, Refugees, English (Second Language), Second Language Learning, Student Needs, Second Language Instruction, Foreign Countries, War, Student Adjustment, Teacher Student Relationship, Teacher Attitudes, Cultural Differences, Trauma, Academic Achievement, Educational Background, Behavior Problems, Literacy, Teacher Characteristics, Youth, Elementary Secondary Education |
| Geographic Terms: | Afghanistan, United States |
| DOI: | 10.1080/14675986.2024.2420566 |
| ISSN: | 1467-5986 1469-8439 |
| Abstract: | The fallout from the Afghan war led to a wave of refugees fleeing to other countries, with many of those being youth. The current paper explores the experiences and perceptions of educators who assist Afghan refugee youth during their transition to life in the United States. A phenomenological research design was used to examine how educators describe their experiences working with Afghan refugee youth as well as the perceived academic and social needs when teaching Afghan refugee youth. Additionally, this study provides insight into the English language experiences of Afghan refugee youth. Participants had the option to complete an open-ended survey or be interviewed. Data analysis centred on the thematic coding of dominant responses. The primary highlights and challenges of working with Afghan refugee youth are described, and the major academic and social needs of Afghan refugee youth are discussed. Finally, implications emanating from emerging themes are provided. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1450246 |
| Database: | ERIC |
| Abstract: | The fallout from the Afghan war led to a wave of refugees fleeing to other countries, with many of those being youth. The current paper explores the experiences and perceptions of educators who assist Afghan refugee youth during their transition to life in the United States. A phenomenological research design was used to examine how educators describe their experiences working with Afghan refugee youth as well as the perceived academic and social needs when teaching Afghan refugee youth. Additionally, this study provides insight into the English language experiences of Afghan refugee youth. Participants had the option to complete an open-ended survey or be interviewed. Data analysis centred on the thematic coding of dominant responses. The primary highlights and challenges of working with Afghan refugee youth are described, and the major academic and social needs of Afghan refugee youth are discussed. Finally, implications emanating from emerging themes are provided. |
|---|---|
| ISSN: | 1467-5986 1469-8439 |
| DOI: | 10.1080/14675986.2024.2420566 |
