Immigrant or Refugee Students Acculturation Described by Higher Education Leaders

Autor/in	Isaac, Sophia D.
Titel	Immigrant or Refugee Students Acculturation Described by Higher Education Leaders
Quelle	(2022), (286 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-2906-9
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Immigrants; Refugees; Student Diversity; Administrator Attitudes; Advocacy; Administrator Role; Resources; Acculturation; Barriers; Social Bias; School Policy; Language Usage; Family Influence; Social Influences; Misconceptions; Economic Factors; Low Income Students; Leadership Responsibility; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Immigrant; Immigrantin; Immigranten; Flüchtling; Sozialanwaltschaft; Betriebsmittel; Hilfsmittel; Akkulturation; Schulpolitik; Sprachgebrauch; Sozialer Einfluss; Missverständnis; Ökonomischer Faktor; Kalifornien
Abstract	This qualitative descriptive study aimed to explore how higher education leaders within Educational Opportunity Programs (EOP) and services describe the integration and marginalization of immigrant or refugee students in California Universities. The theoretical foundation utilized in this study was based on Barry's (1997) acculturation theory. The participants in this study were 8 educational leaders from multiple California universities, and one focus group consisting of 5 participants, also from California universities. Data sources were semi-structured interviews and one focus group. Data collected was analyzed using two cycles of hand coding by the researcher and uploaded into MAXQDA software for additional organization of the coding process. Using inductive thematic analysis the following themes emerged: (1) being the voice of the student provides advocacy for immigrant or refugee students; (2) resources and opportunities provided to immigrant or refugee students facilitate the integration process; (3) barriers and challenges of integration and marginalization are experienced through policy changes and language barriers; (4) family and social misconceptions lead to the feeling of marginalization; and (5) economic challenges and low-income status of immigrant or refugee students contribute to marginalization as they do not fit into the norms of society. Conclusions highlight how higher education leaders are passionate about advocating for immigrant and refugee students and provide resources and opportunities for a positive acculturation experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01