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Voices of resilience: Somali mothers and their daughters' experiences of marginalisation in UK schools.

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Title: Voices of resilience: Somali mothers and their daughters' experiences of marginalisation in UK schools.
Authors: Mohamud, Hibak (AUTHOR)
Source: Educational & Child Psychology. Mar2025, Vol. 42 Issue 1, p4-14. 11p.
Subjects: Mother-daughter relationship, Race identity, Thematic analysis, Well-being, Semi-structured interviews
Abstract: Aim This article explores school-based experiences from the perspective of Somali heritage mothers and their daughters living in Bristol and Cardiff. It considers their experiences in relation to their intersectional identity as Transnational, Black, Muslim females from refugee and second-generation immigrant backgrounds. Rationale The research originated from a doctoral thesis on narratives of wellbeing. This paper, however, captures important stories that shed light on the often-overlooked lived experiences of Somali mothers and daughters navigating school systems. It seeks to broaden understanding of intersectional identities in the context of race, religion and gender to promote anti-racist and culturally responsive practice in Education. Method: Ten semi-structured interviews were conducted in mother and daughter pairs; this method allowed the researcher to gain rich insights into their lived experience. Reflexive thematic analysis was used to analyse the data. Findings and conclusions This paper is based on the exploration of one key theme from the doctoral thesis. It explores mothers' and daughters' experiences of marginalisation in UK school settings, which include fraught home-school relationships, racialised stereotyping, Islamophobia, cultural misunderstanding, and othering. Limitations Transferability is a consideration point as this research places emphasis on one community group; Transnational Muslim females of Somali heritage. [ABSTRACT FROM AUTHOR]
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Voices of resilience: Somali mothers and their daughters' experiences of marginalisation in UK schools.
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  Data: <searchLink fieldCode="AR" term="%22Mohamud%2C+Hibak%22">Mohamud, Hibak</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Mar2025, Vol. 42 Issue 1, p4-14. 11p.
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  Data: <searchLink fieldCode="DE" term="%22Mother-daughter+relationship%22">Mother-daughter relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Race+identity%22">Race identity</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Semi-structured+interviews%22">Semi-structured interviews</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Aim This article explores school-based experiences from the perspective of Somali heritage mothers and their daughters living in Bristol and Cardiff. It considers their experiences in relation to their intersectional identity as Transnational, Black, Muslim females from refugee and second-generation immigrant backgrounds. Rationale The research originated from a doctoral thesis on narratives of wellbeing. This paper, however, captures important stories that shed light on the often-overlooked lived experiences of Somali mothers and daughters navigating school systems. It seeks to broaden understanding of intersectional identities in the context of race, religion and gender to promote anti-racist and culturally responsive practice in Education. Method: Ten semi-structured interviews were conducted in mother and daughter pairs; this method allowed the researcher to gain rich insights into their lived experience. Reflexive thematic analysis was used to analyse the data. Findings and conclusions This paper is based on the exploration of one key theme from the doctoral thesis. It explores mothers' and daughters' experiences of marginalisation in UK school settings, which include fraught home-school relationships, racialised stereotyping, Islamophobia, cultural misunderstanding, and othering. Limitations Transferability is a consideration point as this research places emphasis on one community group; Transnational Muslim females of Somali heritage. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=184042167
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      – Type: doi
        Value: 10.53841/bpsecp.2025.42.1.4
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        Text: English
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      – SubjectFull: Mother-daughter relationship
        Type: general
      – SubjectFull: Race identity
        Type: general
      – SubjectFull: Thematic analysis
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      – SubjectFull: Well-being
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      – SubjectFull: Semi-structured interviews
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              Text: Mar2025
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