Culture in acculturation: Refugee youth’s schooling experiences in international schools in New York City |
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| Institution: | 1. Department of Geography and Anthropology, Louisiana State University, Baton Rouge, LA, United States;2. Department of Geography, University of Florida, Gainesville, FL, United States;3. Department of Biomedical Data Science, Geisel School of Medicine at Dartmouth, Lebanon, NH, United States;4. Norris Cotton Cancer Center, Lebanon, NH, United States;5. Department of Epidemiology, Geisel School of Medicine at Dartmouth, Lebanon, NH, United States;6. Dartmouth Institute for Health Policy and Clinical Practice, Geisel School of Medicine at Dartmouth, Lebanon, NH, United States;7. UF Informatics Institute, University of Florida, Gainesville, FL, United States;2. Harvard T.H. Chan School of Public Health, Boston, Massachusetts;3. Duke Clinical Research Institute, Durham, North Carolina;4. Department of Biostatistics and Bioinformatics, Duke University, Durham, North Carolina;5. Massachusetts General Hospital and Harvard Medical School, Division of General Internal Medicine, Boston, Massachusetts |
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| Abstract: | As the number of refugee children and youth across the world continues to grow at an alarming rate, the needs of refugee populations require more and sustained attention. This qualitative study explores the specific academic and socio-emotional needs of refugee students in New York City (NYC), a city that has received refugees and asylum seekers from over 50 countries. Using qualitative research methods and drawing on the literature on refugee students’ school experiences and acculturation theory, in this article we ask how refugee students describe the key features of international high schools that foster students’ academic success, social and cultural integration, and academic well-being. Moreover, we examine how the notion of culture itself can interfere with these efforts. |
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| Keywords: | Refugee education Culture Acculturation New York City International schools |
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