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School Social Cohesion in Areas of Refugee Resettlement.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	School Social Cohesion in Areas of Refugee Resettlement./
Author:	Alesbury, Carolyn.
Description:	1 online resource (227 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798381851564

School Social Cohesion in Areas of Refugee Resettlement.
Alesbury, Carolyn.

School Social Cohesion in Areas of Refugee Resettlement. - 1 online resource (227 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Thesis (Ed.D.)--The George Washington University, 2024.

Includes bibliographical references

This study investigated the mechanisms through which schools in refugee resettlement areas influence social cohesion between students from different backgrounds. Applying a comprehensive definition of social cohesion, the study focused on the three main components of relationships, shared sense of belonging, and orientation towards the common good. Semi-structured interviews were conducted with 25 students (14 recently relocated from Afghanistan, and 11 of their non-Afghan peers) from two high schools in the United States. All interviews were transcribed and coded, leading to four main findings: 1) implicit factors were more influential than explicit factors in building social cohesion, 2) Afghan students were more affected by both implicit and explicit factors than were their non-Afghan peers, 3) thoughtful hiring is as important as the interventions implemented, and 4) small changes to implementation approaches can generate significantly different results. The study concludes by offering recommendations to education and refugee resettlement policymakers, as well as school administration and staff, on how to improve student relationships, shared sense of belonging, and orientation towards the common good.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381851564Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

AfghanistanIndex Terms--Genre/Form:

554714
Electronic books.

School Social Cohesion in Areas of Refugee Resettlement.
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504 $a Includes bibliographical references
520 $a This study investigated the mechanisms through which schools in refugee resettlement areas influence social cohesion between students from different backgrounds. Applying a comprehensive definition of social cohesion, the study focused on the three main components of relationships, shared sense of belonging, and orientation towards the common good. Semi-structured interviews were conducted with 25 students (14 recently relocated from Afghanistan, and 11 of their non-Afghan peers) from two high schools in the United States. All interviews were transcribed and coded, leading to four main findings: 1) implicit factors were more influential than explicit factors in building social cohesion, 2) Afghan students were more affected by both implicit and explicit factors than were their non-Afghan peers, 3) thoughtful hiring is as important as the interventions implemented, and 4) small changes to implementation approaches can generate significantly different results. The study concludes by offering recommendations to education and refugee resettlement policymakers, as well as school administration and staff, on how to improve student relationships, shared sense of belonging, and orientation towards the common good.
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653 $a Cultural celebrations
653 $a Host community
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653 $a Refugee resettlement
653 $a Social cohesion
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