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" Exploring Belonging in School Among Adolescent Iraqi Refugees "
Rizkallah, Silvia
Pienkos, Elizabeth
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1107360
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| Doc. No
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TLpq2443447442
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| Main Entry
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Pienkos, Elizabeth
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Rizkallah, Silvia
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| Title & Author
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Exploring Belonging in School Among Adolescent Iraqi Refugees\ Rizkallah, SilviaPienkos, Elizabeth
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| College
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University of Hartford
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| Date
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2020
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| student score
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2020
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| Degree
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Psy.D.
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| Page No
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269
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| Abstract
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Iraqi refugees have arrived in the United States over several waves and are unique from other refugee groups for several reasons, including the role of the United States in the Iraqi war and anti-Iraqi sentiments in the United States of America. Iraqi refugees face several adversities that contribute to mental health disorders such as posttraumatic stress disorder, depression, and anxiety. Iraqi adolescent refugees in particular face unique challenges (e.g., developmental challenges) that impact their mental health. So far, literature from immigrant and refugee groups highlights a strong relationship between school belonging, academic success, and mental health outcomes. This relationship is also impacted by racial and religious discrimination. However, there is minimal research pertaining specifically to Iraqi refugees’ experiences of belonging in school. The researcher utilized constructivist grounded theory to guide data collection and analysis. A total of seven adolescent Iraqi refugees between the ages of 13 and 15 participated in the study. Participants completed in an in-person interview located in Connecticut or Massachusetts. Upon completion of data-analysis, the researcher invited all participants to partake in member checking to increase the saturation of categories and gather feedback on participants’ views of the analysis. Six of the seven participants engaged in member checking. Information from member checking was integrated into the data analysis. The results of this study revealed five categories: (a) Experiencing othering; (b) Changing views of self and others; (c) Assuming the burden of belonging; (d) Belonging as a collective responsibility; and (e) Having a high stake in belonging. Categories were further specified by subcategories and specific processes. Differences and nuances in the participants’ experiences were highlighted within these categories. In describing belonging, participants placed greater emphasis on the role of peers in experiencing belonging in school. Nonetheless, some participants also viewed teachers and family members to be influential in belonging in school. Another notable result of the study consisted of the dynamic nature of belonging. Finally, the researcher reviewed the limitations of the study and provided recommendations for future research, clinical work, and school professionals.
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| Subject
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Clinical psychology
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Developmental psychology
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Educational psychology
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