The role of culturally responsive social and emotional learning in supporting refugee inclusion and belonging: A thematic analysis of service provider perspectives
| Autor: | Michael G. Wessells, Molly M. McLay, Hannah Brumbaum, Cyril Bennouna, Lindsay Stark, Carine Allaf |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Adult
Male Michigan Refugee Science Culture Emotions Language barrier Social Sciences Geographical locations Education Human Learning Learning and Memory Sociology Residence Characteristics Humans Learning Psychology Family Demography Refugees Multidisciplinary Schools business.industry Cognitive Psychology Biology and Life Sciences Teachers Service provider Public relations Acculturation Social Learning United States Professions People and Places North America Cognitive Science Medicine Social exclusion Female Population Groupings Thematic analysis business Discipline Inclusion (education) Research Article Neuroscience |
| Zdroj: | PLoS ONE, Vol 16, Iss 8, p e0256743 (2021) PLoS ONE |
| ISSN: | 1932-6203 |
| Popis: | Young refugees resettled to the U.S. from the Middle East and North Africa (MENA) region face significant acculturative stressors, including language barriers, unfamiliar norms and practices, new institutional environments, and discrimination. While schools may ease newcomer adjustment and inclusion, they also risk exacerbating acculturative stress and social exclusion. This study seeks to understand the opportunities and challenges that schoolwide social and emotional learning (SEL) efforts may present for supporting refugee incorporation, belonging, and wellbeing. We completed semi-structured interviews with a purposive sample of 40 educators and other service providers in Austin, Texas, Harrisonburg, Virginia, and Detroit Metropolitan Area, Michigan as part of the SALaMA project. We conducted a thematic analysis with transcripts from these interviews guided by the framework of culturally responsive pedagogy. The findings revealed that students and providers struggled with acculturative stressors and structural barriers to meaningful engagement. Schoolwide SEL also provided several mechanisms through which schools could facilitate newcomer adjustment and belonging, which included promoting adult SEL competencies that center equity and inclusion, cultivating more meaningfully inclusive school climates, and engaging families through school liaisons from the newcomer community. We discuss the implications of these findings for systemwide efforts to deliver culturally responsive SEL, emphasize the importance of distinguishing between cultural and structural sources of inequality, and consider how these lessons extend across sectors and disciplinary traditions. |
| Databáze: | OpenAIRE |
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