The role of schools: Middle eastern and North African newcomers’ challenges in restorative versus non-Restorative ethea high schools

Ikbal Noureddine; Julian Vasquez Heilig

doi:10.1080/2005615X.2020.1842670

The role of schools: Middle eastern and North African newcomers’ challenges in restorative versus non-Restorative ethea high schools

Ikbal Noureddine, Julian Vasquez Heilig

Research output: Contribution to journal › Article › peer-review

Abstract

Students who are newcomers to the United States–as English Learners (ELs)–face barriers to learning, and their academic success often lags behind their native-English-speaking peers. Notably, there is paucity in the literature about Middle Eastern and North African (MENA) high school student newcomers’ academic challenges as ELs and the practices that schools implement to address the unique issues that refugee students face. The researchers employed qualitative methods to explore teachers’ perspectives of MENA newcomers’ challenges from Restorative and non-Restorative ethea of care and socio-emotional learning. Twenty-two teachers (N = 22) were interviewed using the focus groups method at two Restorative ethos high schools and two non-Restorative ethos high schools to understand the differences in leadership and practices targeted towards newcomers. Our results suggest that MENA students’ challenges were enhanced by non-Restorative organizational structural and leadership deficits, and the lack of communication and cultural awareness within the same school in addition to other ecological system challenges.

Original language	English
Pages (from-to)	284-305
Number of pages	22
Journal	Multicultural Education Review
Volume	12
Issue number	4
DOIs	https://doi.org/10.1080/2005615X.2020.1842670
State	Published - 2020

Bibliographical note

Funding Information:
The authors would like to thank Jushan Bai, In Choi, Hans Genberg, Michael McAleer, Hashem Pesaran and Michael Salemi for insightful discussions, constructive comments and suggestions. The authors would also like to thank the participants of the Third Symposium on Econometric Theory and Applications (SETA), 2007 Far Eastern Meeting of Econometric Society and The 14th International Conference on Panel Data as well as the seminar participants at HKUST and HKIMR. This paper was written while the third author was a visiting fellow at the School of Economics and Finance at Curtin University of Technology, Perth, Australia. The hospitality of the school is gracefully acknowledged. The views expressed in this paper are those of the authors, and do not necessarily reflect those of the Hong Kong Monetary Authority.

Publisher Copyright:
© 2020 Korean Association for Multicultural Education.

Keywords

English Learners
Middle Eastern and North African students
Newcomers
Restorative ethos
structural deficits

ASJC Scopus subject areas

Education
Anthropology

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1080/2005615X.2020.1842670

Cite this

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abstract = "Students who are newcomers to the United States–as English Learners (ELs)–face barriers to learning, and their academic success often lags behind their native-English-speaking peers. Notably, there is paucity in the literature about Middle Eastern and North African (MENA) high school student newcomers{\textquoteright} academic challenges as ELs and the practices that schools implement to address the unique issues that refugee students face. The researchers employed qualitative methods to explore teachers{\textquoteright} perspectives of MENA newcomers{\textquoteright} challenges from Restorative and non-Restorative ethea of care and socio-emotional learning. Twenty-two teachers (N = 22) were interviewed using the focus groups method at two Restorative ethos high schools and two non-Restorative ethos high schools to understand the differences in leadership and practices targeted towards newcomers. Our results suggest that MENA students{\textquoteright} challenges were enhanced by non-Restorative organizational structural and leadership deficits, and the lack of communication and cultural awareness within the same school in addition to other ecological system challenges.",

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The role of schools: Middle eastern and North African newcomers’ challenges in restorative versus non-Restorative ethea high schools

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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