Publication Date

12-2023

Advisor(s) - Committee Chair

Nicholas Brake, Gary Houchens, Lester A.C. Archer

Degree Program

Educational Leadership

Degree Type

Doctor of Education

Abstract

This qualitative research study explored the experiences of three families of refugee school students, two school officials (a Superintendent and a Principal), three teachers, and one humanitarian agent all living in a Southeastern U.S. city. The results of the study revealed that the language barrier is the main academic challenge that refugee students encounter when they enroll in U.S. schools. The study also found that educators conceptualize their responsibilities toward refugee children by emphasizing the importance of high-quality teaching, and establishing through establishing strong relationships between parents, school officials, and exercising patience in the process. This study poses important implications about the implementation of leadership strategies to help refugee students and their families integrate, acculturate, and interact with the community, especially schools where teachers, the principal, and the superintendent play a significant leadership role in assisting students to overcome their challenges.

Disciplines

Business | Education | Ethnic Studies | Law | Leadership Studies | Life Sciences

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