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dc.contributor.advisorUkpokodu, Omiunota Nelly
dc.contributor.authorBakar, Abdulkadir
dc.date.issued2023
dc.date.submitted2023 Spring
dc.descriptionTitle from PDF of title page, viewed May 24, 2023
dc.descriptionDissertation advisor: Omiunota N. Ukpokodu
dc.descriptionVita
dc.descriptionIncludes bibliographical references (pages 282-351)
dc.descriptionDissertation (Ph.D.)--Curriculum and Instruction, Social Science Consortium. University of Missouri--Kansas City, 2023
dc.description.abstractThe arrival of refugees over the past two decades changed the face of classrooms in Kansas City, Missouri, resulting in refugee youth being unprepared for post-secondary opportunities. This critical narrative study aimed to explore the lived experiences of African refugee youth (aged 18 and above) attending public high school in the MidwestUnited States. Based on current and recently arriving African refugee populations, 10 participants originally hailed from Somalia, Congo, Liberia, Sudan, and Burundi. A crystalized theoretical framework of socio-cultural, migratory, and critical race theory guided qualitative narratological data analysis collected via interviews focusing on the participants' educational experiences. Data analysis followed descriptive and interpretive coding to analyze and identify themes, trends, and patterns providing insight into participants’ experiences and how they affected their academic and social endeavors. Findings revealed that participants’ escape, cultural experience, U.S. resettlement, academic shock, intolerance, toil/exertion, challenges, recurrence, defensive mechanism, beneficial encounter, academic effect, and social illumination all influenced their educational experiences. In addition, in-depth theoretical analysis exposed systemic societal racism among every theme, thereby illuminating deep-rootedracism as the primary factor negatively affecting African refugee youths’ U.S. iii educational experiences. These findings help identify strategies and interventions supporting African refugee youth preparing for post-secondary opportunities.
dc.description.tableofcontentsIntroduction -- Literature review -- Methodology -- Study results and findings -- Interpretation, recommendations, implications
dc.format.extentxxiii, 353 pages
dc.identifier.urihttps://hdl.handle.net/10355/95109
dc.subject.lcshRefugees -- Africa
dc.subject.lcshRefugees -- Education
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Curriculum and Instruction
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Social Science Consortium
dc.titleA Narratological Inquiry into U.S. African Refugee Youths’ Educational Experiences
thesis.degree.disciplineCurriculum and Instruction (UMKC)
thesis.degree.disciplineSocial Science Consortium (UMKC)
thesis.degree.grantorUniversity of Missouri--Kansas City
thesis.degree.levelDoctoral
thesis.degree.namePh.D. (Doctor of Philosophy)


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