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dc.contributor.authorMartin, Christine D.
dc.contributor.otherClark, Pamela L.
dc.contributor.otherLivingston, Debra
dc.date.accessioned2020-12-08T16:14:21Z
dc.date.available2020-12-08T16:14:21Z
dc.date.issued4/14/2016
dc.identifierpsu-etd-083
dc.identifier.urihttps://summit.plymouth.edu/handle/20.500.12774/289
dc.descriptionThis phenomenological study examines the lived experiences of eight male and four female Iraqi refugee students in two New Hampshire high schools. While the literature addresses the experiences and perceptions of immigrants in general, a hermeneutic examination of refugee students in American public schools has yet to be conducted. In this study, data was collected through interviews, field notes, and notes from a meeting with co-researchers. Three major themes evolved: relationships, trauma, and acculturation. Co-researchers explain the difficulties of navigation a new environment with little or no English language skills. They explain the importance of supportive teachers and the biases they encounter. With strong voices and some tears, they tell of their past journeys and their future goals.
dc.description.abstractElectronic Thesis or Dissertation
dc.language.isoen_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.titleThe lived experiences of Iraqi refugee high school students in two New Hampshire public schools
dc.typetext
dc.typeelectronic thesis or dissertation
dc.contributor.chairMcCabe, Kathleen C.
dc.identifier.legacyhttps://digitalcommons.plymouth.edu/etd/83
etdms.degree.disciplineDepartment of Educational Leadership, Learning, and Curriculum
etdms.degree.grantorPlymouth State University
etdms.degree.leveldoctoral
etdms.degree.nameDoctor of Education in Learning, Leadership, and Community


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