Identity,boundary and schooling: perspectives on the experiences and perceptions of refugee children 1

In assuming ethnic/national identity as problematic, we examine its dynamic aspects in the context of refugee children and their educational experiences. While the starting point of our analysis is a deconstruction of ethnic/national identity in conventional terms of language, religion, education etc., the emerging focus is the notion of boundary. On the one hand, we look at the relevance of fluid boundaries for identity formation, while on the other hand, the experience of crossing boundaries will also be examined, particularly in the case of forced migration and displacement. Boundaries are conceptualised in the context of a continuum in which the experiences of refugee children range across school, home, locality and country. To illustrate the central arguments two case studies will be highlighted: a child refugee from Kosovo, the older of two brothers arriving in the UK about four years ago, who now attends a north London primary school; and several young minors, mainly from Kosovo, who attend a youth club in south London. Preliminary observations of the child, together with subsequent small group discussions and semi‐structured interviews, serve to identify how the child relates to the various spaces in the school. The analysis of his drawings forms the main part of the argument. In the case of the youth club users, observations and conversations show how these young people construct their individual and social identities by accessing global resources in response to local interests.     

Bhutanese refugee adolescents’ school adjustment: the role of acculturation and familial social capital

With the rise of conflict, persecution, and generalised violence worldwide there has been a drastic increase in the number of refugee youth displaced globally. Particularly noteworthy is the recent increase of Bhutanese refugee youth populations resettled in the United States. Despite this increase, surprisingly few studies distinctly address the promotive factors related to refugee youth’s successful adjustment within their new school settings upon resettlement. This study aims to add to the scholarship through a resiliency lens. The potential promotive associations of familial social capital and acculturation identity on Bhutanese refugee youth’s successful school adjustment were explored. Moreover, this study examined the unique additive predictive association of familial social capital on Bhutanese refugee youth’s school adjustment over and above the effects of acculturation. The results indicate a significant additive positive relationship between familial social capital and school adjustment, beyond the effects of ethnic identity.     

Who am I? Who do you think I am? Stability of racial/ethnic self-identification among youth in foster care and concordance with agency categorization

While it has been well documented that racial and ethnic disparities exist for children of color in child welfare, the accuracy of the race and ethnicity information collected by agencies has not been examined, nor has the concordance of this information with youth self-report. This article addresses a major gap in the literature by examining 1) the racial and ethnic self-identification of youth in foster care, and the rate of agreement with child welfare and school categorizations; 2) the level of concordance between different agencies (school and child welfare); and 3) the stability of racial and ethnic self-identification among youth in foster care over time. Results reveal that almost 1 in 5 youth change their racial identification over a one-year period, high rates of discordance exist between the youth self-report of Native American, Hispanic and multiracial youth and how agencies categorize them, and a greater tendency for the child welfare system to classify a youth as White, as compared to school and youth themselves. Information from the study could be used to guide agencies towards a more youth-centered and flexible approach in regard to identifying, reporting and affirming youth's evolving racial and ethnic identity.     

A Child's Conception of Another World: A Chinese Boy's View of Canada

This case study explores the development of a six-year-old Chinese boy of an immigrant family from Hong Kong, who was placed in a new physical, social and cultural context: Canada. In this study, the following four themes are adopted to explain the relevant changes: changes of space and time, changes of roles and relationship, changes of networks and media, and changes of status and identity. During the research process, it was found that if there is support from the family and the school, the adjustment of the child seems easier than is the case with adults; because it is easier for the child to learn a new language, the child has less resistance to new identities and to other ethnic groups. This study provides useful information for assisting human service professionals who are working with Chinese immigrant families with young children, as well as insights for researchers conducting qualitative research on young children.     

Development of Ethnic Identity in Young Adults from Immigrant Families: “I Want to Hold Onto My Roots,but I Also Want to Experience New Routes”

This article explores ethnic identity development among young adults from immigrant families from diverse countries of origin. Based on in-depth interviews with young women and men, the authors examined the formation of ethnic identity through childhood, adolescence, and into young adulthood. Analysis of the participants’ narratives revealed that, compared with fluent bilinguals, limited bilinguals reported weaker connections to their heritage culture. Most participants progressed through the model of ethnic identity formation, which was influenced by their family socialization and community context, and reported integrated or bicultural ethnic identities. Practitioners may use the experiences shared by our participants to inform their work with second-generation immigrant youth in varying stages of ethnic identity development.     

Empowered inclusion: theorizing global justice for children and youth

ABSTRACT

This paper argues that contemporary child and youth experiences of globalization call for retheorizing global justice around a new concept of empowered inclusion. The first part of the paper examines three case studies in globalization – child labour movements, child and youth migration, and young people’s organization around climate change – and shows how, in each case, young people, through their struggles against injustice, are simultaneously disempowered and empowered by their deep global interdependency. The second part proposes new theoretical advances in global justice that better respond to child and youth experiences through a childist concept of the empowered inclusion of both children and other marginalized groups. And the third part advances some preliminary suggestions about how a more child-responsive conception of global power and justice might be operationalized in practice across global policies, institutions, and culture.     

Silver Inflation and the Senate in 1933

Along with the ever-increasing racial/ethnic diversity in U.S. schools, researchers began to investigate the impact of racial/ethnic identity on young people's understanding of the nation's history. Compared to other racial minorities, Asian American students have received little academic and educational attention. This article seeks to address this gap through a qualitative study on Korean American youth. Drawing from in-depth interviews with twenty Korean American high school students, this article examines how Korean American youth make sense of U.S. history and how their sociocultural backgrounds affect their historical perspectives as well as their ideas and experiences of learning history historical perspectives.     

Identity and Trauma in Adolescents Within the Context of Political Violence: A Psychosocial and Communitarian View

The author explores the concept of identity as a frame of analysis in adolescents responding to various actual experiences of trauma. The author looks into numerous themes including the impact of broken identities, different ways of understanding the “victim identity”, the identities of trauma, the role of transitions, as well as identity dilemmas. By examining the experience of young Mapuche in South America, the experience of war and political violence in Mexico and el Salvador, the identity of displaced young people in Colombia, and a multilevel analysis of child suicides among the Embera ethnic group in Choco, Colombia, a psychosocial and communitarian analysis of the impact of violence and war on youth is offered.     

Making sense of collective identity and trauma through drawing: the case study of a Palestinian refugee student

Abstract

Identity construction can be very complex for refugee children, especially for Palestinian refugee children. For refugee children, organised violence and immigration are important parts of their life experience that can lead to trauma, which in turn influences how they construct their collective identity. Schools have to consider this specific experience as the development of a meaningful identity is an important factor in refugee students’ well-being and school adjustment. School-based activities centred on creative expression can help refugee students in expressing trauma and in making sense of their identity and migration experience. This paper presents the case study of a 9-year-old Palestinian refugee boy in Canada and explores how he expressed and made sense of his multiple identities in his drawings. Many features of the boy’s drawings evoked a wounded identity, especially spatial disorganisation and enmeshment. Data analysis revealed that the boy might have been experiencing collective identity trauma and that he used drawing and a peer as props to heal his wounded identity. Both drawing and the space offered by his teacher to safely explore and experiment with different identities contributed to the integration of his multiple identities into a meaningful whole, which contributed to his school adjustment.     

Schools and Refugee Children: The Case of Syrians in Turkey

Education is the most effective tool for migrant and refugee integration. When successfully provided, it is particularly useful for eradicating the traces of trauma among refugee children, offering means to social mobility and enhancing social and structural integration into society. This article introduces schooling options for Syrian children in Turkey and deals with how school types shape experiences of these students through the accounts of their parents with attention to the notion of institutional habitus. Drawing on a comparative qualitative case study of refugee children in Temporary Education Centres and Public Schools in Turkey, it specifically investigates how schools with their practices, organization, and regulations contribute to or hinder the integration and adaptation of Syrian refugee children to school and society in Turkey.     

The relationship among childhood risk and protective factors,racial microaggression and ethnic identity,and academic self-efficacy and antisocial behavior in young adulthood

We examined how childhood and adolescent risk and protective factors and perceptions of racial microaggression and ethnic identity during young adulthood contributed to academic self-efficacy, substance abuse, and criminal intentions of 409 undergraduate students enrolled in a public urban university. Participants (mean age — 24) completed a web-based survey subsequent to a stratified, random sampling procedure. Findings from structural equation models revealed that risk factors reflecting problem behavior during childhood were associated with higher levels of substance use and criminal intentions during adulthood. The early protective factor of school engagement was positively related to academic self-efficacy and negatively related to criminal intentions in young adults. Racial microaggression was inversely related, while ethnic identity was positively associated, with academic self-efficacy among young adults after controlling for the influence of child and adolescent risk and protective factors. Implications for advancing interventions that address the influence of child and adolescent risk and protective factors, racial microaggression, and ethnic identity on academic and behavioral outcomes for young adults are noted.     

What Adolescents Learn in Organized Youth Activities: A Survey of Self‐Reported Developmental Experiences

This research inventoried adolescents' reports on different developmental and negative experiences in organized youth activities, including extracurricular and community‐based activities. High school students' experiences were assessed using a newly developed instrument, the Youth Experiences Survey (YES). These youth reported higher rates of learning experiences in youth activities than in 2 other major contexts of their lives. Youth activities were associated with experiences related to initiative, identity exploration and reflection, emotional learning, developing teamwork skills, and forming ties with community members. The findings also suggest that different youth activities offer distinct patterns of learning experiences. Service, faith‐based, community, and vocational activities were reported to be frequent contexts for experiences related to identity, prosocial norms, and links to adults. Sports were a frequent context for those related to identity work and emotional development.     

Secrecy Surrounding the Physical Abuse of Child Athletes in Australia

Over the past two decades there has been a growing awareness that sport may not be a positive experience for all children. For example, we know that some children experience sexual abuse in the context of organised sport, and that these offences are often committed by trusted adults, including coaches and club officials. However, less attention has been given to the physical abuse of child athletes. This paper presents a study that explored children's experiences of organised sport, as recounted by young people between the ages of 18 and 25 years in Australia. The study explored the experience of child physical abuse in organised sport including violence, overtraining, and training while injured. A mixed methods research design produced 107 survey responses and 10 in-depth interviews with young adults. Most respondents reported the positive impact that participating in sport had had on their development, but more than a third of the respondents also described experiences of overtraining, being forced to train when injured or of direct physical violence. Drawing upon a thematic analysis of the qualitative data, a conceptual model has been developed and is presented to assist in the understanding of the dynamic of secrecy, which may facilitate ongoing physical harm to children in this context.     

Police encounters among a community sample of children and youth accessing mental health services

Generally, within the Canadian context, scholarship on police encounters with persons living with mental illness has focused on the experiences of adults and not children and youth. In this article, we present preliminary work of a secondary data analysis of intake statistics collected over a 5-year period (2009–2014) and a thematic content analysis of qualitative intake notes collected over a 2-year period (2009–2011) about police involvement among a community sample of children and youth accessing mental health services. Of 8,920 intakes completed, 1,449 children and youth, birth to 24 years old, had had police involvement at the time of accessing mental health services. Over the 5 years, the average number of young people with police involvement at the time of accessing mental health services was 16%, or one in six children and youth. Analysis of the qualitative intake notes revealed two main reasons for police involvement: (1) support in the home for a distressed child, and (2) concerns about a child’s conduct and behaviors in the community. The implications for social work practice and future research are discussed.     

Reconsidering identity: the ethnic and political dimensions of hybridity among majority and Turkish youth in Germany and England1

Sociological research has hitherto largely focused on majority ² and minority ethnic identities or citizenship identities. However, the social connections between youth are not simply ethnic dynamics but also political dynamics involving citizenship categories. This article argues that in postmodern societies, it is important to reconsider the ways we think about youth identities. Drawing upon qualitative data from a study into the political identities of majority (German and British) youth and Turkish youth, educated in two Stuttgart and two London secondary schools, the research found that fifteen‐year‐olds had no singular identity but hybrid ethno‐national, ethno‐local and national‐European identities as a result of governmental policies, their schooling and community experience, social class positioning, ethnicity and migration history. In working‐class educational contexts, many majority and Turkish youth privileged the ethnic dimension of hybridity whereas majority and Turkish youth in the two middle‐class dominated schools emphasized the political dimension of hybridity. The article demonstrates that social class and schooling (e.g. ethos and peer cultures) have a considerable role to play in who can afford to take on the more hybridized cosmopolitan identities on offer.     

What Happens to Foster Kids: Educational Experiences of a Random Sample of Foster Care Youth and a Matched Group of Non-Foster Care Youth

Older youth often “age out” of foster care when they reach 18 or 21. Then what happens to them? How do their educational experiences during and after high school compare with children raised in intact families? This study used existing longitudinal data from 1980 through 1986 to investigate the high school and post high school experiences of a group of foster care youth and a matched group of youth living with at least one parent. The results were unequivocal: the foster youth dropped out of high school at a much higher rate and were significantly less likely to have completed a GED. The foster care high school graduates received significantly less financial assistance for education from their parents or guardians. Foster youth reported more discipline problems in school and experienced more educational disruption due to changing schools. They were significantly less likely to be in a college preparatory high school track. The adults in the lives of the foster care youth were less likely to monitor homework. These findings have important implications for child welfare policy and practice.     

The use of cultural repertoires of everyday nationhood and citizenship in national identity boundary-drawing: The case of Syrian refugees in Turkey

Elaborating on salient contextual factors, such as historical conditions, national history, militarised masculinity, and language, this study looks at how repertoires of everyday nationhood are deployed in relation to boundary-drawing in the context of the recent refugee influx in Turkey. Drawing on ethnographic observations, semi-structured interviews and focus groups with ordinary Turkish citizens in Adana, this paper sheds light on the complexities of everyday understandings of citizenship and nationhood with regards to the emergence of ‘insider versus outsiders’ notions. Results suggest that ordinary citizens evoke various notions of nationhood in everyday life in drawing boundaries against ‘outsiders’ (i.e., refugees) by deploying historically rooted national identity constructions (militaristic, unitary) and symbols (language, flag). This article, therefore, reveals a national identity boundary-drawing mechanism involving widespread adherence to a militarised sense of nationhood, related more to other ideas of belonging than ethnicity. It further indicates that ordinary citizens, in their narratives, link such constructions and symbols with historical and current political contexts (e.g., the conflict between Turks and Arabs during WW1, or; current military operations in Syria).     

Rwanda's ‘Hutsi’: intersections of ethnicity and violence in the lives of youth of ‘mixed’ heritage

This article looks at young Rwandans of ‘mixed’ Hutu–Tutsi heritage, exploring how their mixed identity shaped their experiences during the 1994 genocide and how it influences their everyday experiences of categorization and belonging in contemporary Rwanda. It reveals the complex position of these young ‘Hutsi’ and the significant constraints they face in exercising identity choices in a context with a history of ethnic violence and where state policies have outlawed ethnicity. This article argues that the experiences, narratives and performances of these young Rwandans simultaneously challenge and reinforce the binary ‘ethnic logic’ that persists in contemporary Rwanda. Yet it suggests that providing space for Rwanda's ‘Hutsi’ and their diverse experiences could help to de-essentialize the categories ‘Hutu’ and ‘Tutsi’ and reduce the risks of future violence.     

Perspectives of Youth in Care in Serbia

In the context of evaluating child protection reform in Serbia, we explored the concept of positive youth development as well as how they experienced and understood the experience of placement. We sought to understand how youth perceive their strengths, the role of the care system, their views on how life experiences affect their strengths and how they see their future. Our position is that the way in which children see their situation is equally valuable as any other point of view, and that their doubts, questions and views should be learned in the research process. We used the methodology of semi-structured in-depth interviews conducted with 16 young people in care aged 13–18 years. Results indicate their limited involvement in the process of making decisions related to their life and future. There is a strong need for meaningful involvement of children and young people in order to ensure their positive development.