Schooling experiences of male Iraqi refugees at San Antonio public high schools

dc.contributor.advisorJennings, Michael
dc.contributor.authorHajj, Majed A.
dc.contributor.committeeMemberBerry, Theodorea Regina
dc.contributor.committeeMemberBriscoe, Felecia
dc.contributor.committeeMemberDeLeon, Abraham
dc.date.accessioned2024-02-09T21:56:06Z
dc.date.available2024-02-09T21:56:06Z
dc.date.issued2016
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe purpose of this transcendental descriptive phenomenological original study was to explore, understand, and describe the meanings and essences of the shared lived schooling experiences of Iraqi refugees at the public high schools in San Antonio. Bourdieu's theoretical framework of habitus, forms of capital, and field was employed to guide the study and provide interpretations of the phenomenon under examination. The data source was a purposeful criterion sample of five Iraqi male refugees. Semi-structured open-ended interviews were the sole tool of data collection. This study adopted the modification developed by Moustakas of the Van Kaam method of analysis of phenomenological data. The key themes or findings of this research are organically interconnected and embody the schooling experiences of the Iraqi refugees: language, learning, cultural capital, social capital, cultural dissonance, alienation, discrimination, and identity. The English language constituted a central theme of the lived schooling experiences. It has a directly proportional relationship with learning, social, and cultural capital. Also, the mainstream language has an inverse relationship with the other experiences of alienation, discrimination, and cultural dissonance. This study has implications for policy and educational practice that should be culturally responsive and geared towards inclusion and meet the learning needs of this marginalized slice of the student population. Additional qualitative and quantitative research should be conducted to gain more in-depth understanding of the phenomenon of Iraqi refugee schooling experiences and, consequently, educationists will be able to provide solutions to issues of English illiteracy, cultural dissonance, inclusion, and student achievement.
dc.description.departmentEducational Leadership and Policy Studies
dc.format.extent229 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781369440362
dc.identifier.urihttps://hdl.handle.net/20.500.12588/3691
dc.languageen
dc.subjectBourdieusian Theory
dc.subjectCultural and Social Capital of Iraqi Refugees
dc.subjectIraqi Refugees in U.S.A
dc.subjectQualitative Research on Iraqi Refugees
dc.subjectSchooling Experiences of Iraqi Refugees in U.S.A
dc.subjectTranscendental Descriptive Phenomenological Study
dc.subject.classificationEducational leadership
dc.subject.classificationMulticultural Education
dc.titleSchooling experiences of male Iraqi refugees at San Antonio public high schools
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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