DOI

https://doi.org/10.25772/74YE-ZF85

Author ORCID Identifier

https://orcid.org/0009-0002-1055-6208

Defense Date

2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Social Work

First Advisor

Elizabeth Cramer

Abstract

The study outlined in this dissertation focuses on the intersection between refugee youth between the ages of 13-18 and the United States public school, specifically the manner in which refugee youth experience institutionalized education. It utilizes ethical phenomenology as a means to amplify the voices of refugee students and to centralize the students' experiences, thoughts, and ideas related to education The study was framed by one research question that is addressed to the participants: “What is it like being a student in a public school?” Seven students took part in the study. Collaborative dialogues took place with the participants across Zoom. The researcher used ATLAS.ti 9 for analysis of these dialogues, applying codes derived from Heidegger’s phenomenological framework to structure the analysis and utilizing aspects of the deductive thematic analysis framework described by Braun and Clark. The findings in this study showcase a group of students who exhibit a critical and cosmopolitan understanding of the United States public school system. These students shared both the barriers and successes they experienced navigating through their schools. Barriers included discrimination related to race, language, and religion. It also included systemic barriers within the institutions themselves. Successes included academic achievements, personal actualization, and identifying inclusive communities of support. The participants also shared their own innovative approaches to learning.

Rights

© Hilary T Stim

Is Part Of

VCU University Archives

Is Part Of

VCU Theses and Dissertations

Date of Submission

5-8-2024

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