ACCULTURATION: A STUDY OF THE INTEGRATION OF IMMIGRANT, REFUGEE

SCHOOL AGE CHILDREN IN A LARGE METROPOLITAN AREA

by

CATHERINE OKUCHABA-THOMPSON

B.A., Regis University, 2014

A thesis submitted to the

Faculty of the Graduate School of the

University of Colorado in partial fulfillment

of the requirements for the degree of

Doctor of Psychology

School Psychology Program

2019

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© 2019 CATHERINE OKUCHABA-THOMPSON

ALL RIGHTS RESERVED

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This thesis for the Doctor of Psychology degree by

Catherine Okuchaba-Thompson

has been approved for the

School Psychology Program

by

Bryn Harris, Chair

Franci Crepeau-Hobson

Rachel Stein

Date: May 18, 2019

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Thompson, Catherine Okuchaba (Psy.D., School Psychology Program)

Acculturation: A Study of the Integration Process of Immigrant, Refugee School-Age Children

in a Large Metropolitan Area.

Thesis directed by Associate Professor Bryn Harris

ABSTRACT

The present study explores the experiences of immigrant/refugee school age children as they

integrate into a new host culture during the initial five years of resettlement. Specifically, the

study sought to investigate the programs and services offered by community, school, and

resettlement agencies that encourage acculturation. Using a qualitative design, the study

investigates the impact of acculturation in newcomer school-age children through the

perspectives of agency spokespersons, educators, and community liaisons. Through in-depth,

semi-structured interviews participants were asked to share their stories of personal experiences

working with the immigrant/refugee population. Participation in the study was limited to experts

having at least two years’ experience working with immigrant/refugee school age children who

have settled in the United States within the last five years. The research sought to answer the

following questions:

1) In what ways do school, community, and parent supports impact social and academic

development in newcomer children? 2) What systems are in place that address the diverse

religious and cultural needs of newcomer children? 3) What are the challenges to

successful adjustment into a host culture? 4) What are the sociocultural protective factors

that encourage successful integration?

Findings from this research were significant, suggesting that newcomers experience varying

levels of acculturation dependent upon their engagement in social activities, language

acquisition, previous trauma, community resources and school programs. Participants spoke

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about systematic and personal challenges that impact successful integration. Interviews also

exposed obstacles experienced by newcomer children and their families that prevent access to

education and employment. Qualitative findings also support the notion that relationships are

essential in successful acculturation. Additionally, partnerships between schools, community

agencies, and newcomer families are a critical factor in the long-term adjustment. Finally,

recommendations for future research and implications for the field of school psychology were

discussed.

The form and content of this abstract are approved. I recommend its publication.

Approved: Bryn Harris

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TABLE OF CONTENTS CHAPTER

I: INTRODUCTION ........................................................................................................................1

Background ..................................................................................................................................1

Purpose of the Study ....................................................................................................................7

Significance of the Study .............................................................................................................8

II: REVIEW OF LITERATURE ...................................................................................................10

Immigration in the United States ...............................................................................................10

Resettlement Process .........................................................................................................10

Immigration in Colorado ............................................................................................................11

Acculturation/Integration ...........................................................................................................12

Challenges to Integration ...........................................................................................................14

Age and Acculturation .......................................................................................................14

Acculturative Stress ...................................................................................................................15

Trauma ...............................................................................................................................16

Challenges in Schools ................................................................................................................18

Language Development .....................................................................................................18

Programs and Services ...............................................................................................................19

Family School Relationships .............................................................................................19

Cultural Orientation Programs ...................................................................................................20

Summary ....................................................................................................................................21

III: RESEARCH DESIGN AND METHODOLOGY ...................................................................22

Research Methods and Procedure ..............................................................................................22

Research Design .................................................................................................................22

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Case Study .................................................................................................................................22

Narrative Design ........................................................................................................................23

Nature of the Study ....................................................................................................................23

Sampling Frame/Consent Process ..............................................................................................25

Characteristics of Sample ..........................................................................................................26

Data Collection Methods ...........................................................................................................28

Interview Administration ...........................................................................................................29

Procedure and Instruments .........................................................................................................30

Research Steps ...........................................................................................................................31

Data Coding ...............................................................................................................................31

Data Analysis .............................................................................................................................33

Theme 1: Parent and Community Engagement .........................................................................40

Theme 2: Programs and Services ...............................................................................................41

Theme 3: Barriers to Integration ................................................................................................42

Theme 4: Positive Projected Outcomes/Celebrations ................................................................43

Participant Narratives .................................................................................................................44

Participant A ..............................................................................................................................45

Participant B ...............................................................................................................................52

Participant C ...............................................................................................................................58

Participant D ..............................................................................................................................62

Participant E ...............................................................................................................................68

Participant F ...............................................................................................................................71

Trustworthiness, Credibility and Reliability ..............................................................................73

Themes Across Cases ................................................................................................................74

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Building Strong Relationships ...................................................................................................74

Creating Streamlined Procedures ...............................................................................................75

Professional Development .........................................................................................................75

Peer Leaders and Community Mentors ......................................................................................76

Continued and Repeated Opportunity to Engage with the Local Community ..........................76

Language and Academic Support ..............................................................................................76

Mental Health and Education Services ......................................................................................77

Family Engagement Support ......................................................................................................77

IV: DISCUSSION ..........................................................................................................................78

Limitations and Recommendations for Future Research ...........................................................79

Implications for School Psychology Practice ............................................................................81

Culturally Competent Practice ...................................................................................................82

Encouraging Systems Change ....................................................................................................82

REFERENCES ..............................................................................................................................83

APPENDIX ....................................................................................................................................87

A. Consent Form .......................................................................................................................87

B. Interview Protocol .................................................................................................................91

C. Conceptual and Operational Definitions ...............................................................................92

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LIST OF TABLES

TABLE

1. 1951-2000 U.S. Immigration ................................................................................................4

2. Characteristics of Participants .............................................................................................27

3. Participant Response Frequency .........................................................................................32

4. Open Codes Q1 ...................................................................................................................34

5. Open Codes Q2 ...................................................................................................................36

6. Open Codes Q3 ...................................................................................................................38

7. Open Codes Q4 ...................................................................................................................39

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CHAPTER I

INTRODUCTION

Background

As early as the late 19th and 20th centuries, people have traveled from their homelands to

the United States in hopes of a better life (Hanna & Ortega, 2017). Each traveler arrives with a

personal story and varied reasons for seeking refuge; reasons which include: asylum, educational

opportunities, or perhaps simply a new beginning (Kaun, 2008). Increased immigration in the

late 1700s prompted the establishment of in the 1790’s. During this time, the government sought

to mandate the incoming and outgoing activities of the foreign-born residents residing in the

United States. According to the law, free residents deemed as having “good moral character,”

and who lived in the country for at least two years were eligible to apply for citizenship.

During the period of 1815-1920, many immigrants from Northern and Western Europe

took settlement (Hatton, 1998). This was in addition to an estimated 500,000 to 650,000

Africans who were brought to the United States as slaves (“U.S. Immigration Before 1965”,

2009). Due to the extraordinarily large number of immigrants who arrived, this period in

American history has been widely described as the “era of mass immigration.” Hatton (1998)

explains that much like the immigrants preceding them, these newcomers migrated with

aspirations fueled by dreams of a new world that would bring jobs, a better economy, rich soil,

and wealth. Other motivations for migration were brought on by hardships, such as: war,

famine, religious and political persecution (Marsella & Ring, 2003).

However, despite the hopeful expectations of these “newcomers”, settlement did not

come without difficulty as many immigrants were confronted with new economic and social

hardships, including inequality, prejudice, and poor living conditions, which followed them to

the United States (Haines, 2015). Turner (2018), discusses the lived experiences of German,

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Irish, and Italian immigrants arriving in the United States during the late 1800’s. He notes that

they experienced poverty, prejudice, religious persecution, and challenges to overcome language

barriers.

These travelers were given many names: immigrants, refugees, asylum seekers, and in

recent years “newcomers.” They are described as people who leave their home of origin to settle

in a new homeland for temporary or permanent periods (Schwartz, Zamboanga, & Szapocznik,

2010). For the purpose of this study, the term “newcomer” will be used to refer to this

population. This study will explore the factors associated with a newcomer’s adjustment into the

host society. The resulting process of adapting to a new environment experienced by immigrants

is frequently called acculturation, integration, biculturalism, assimilation, integration, or cultural

integration. Redfield, Linton, & Herskovits (1936) refer to this experience as the first-hand

contact between groups of individuals of differing cultural origins. This study will use the terms

acculturation and integration interchangeably when discussing this process.

In 1860, incoming immigrants to the United States were generally of European decent,

arriving from Southern and Eastern Europe and making up 75% of the country’s population. By

1865, the immigrant population had grown to include individuals with origins from Latin

America, Asia, the Caribbean, and Africa (Grieco & Trevelyan, 2010). According to the data,

there was a gradual decrease in immigrants in the United States between 1920 and 1970, at

which time the numbers began to steadily increase again. Subsequently, new immigration policy

such as the 1965 Immigration Act brought changes to the origins of immigration policy and

allowed for increased authorized immigration into the United States. This in turn resulted in

family reunification and work-related immigration (Lee, 2015). Most notable, was the upward

trend in immigration following this policy reform (Hatton, 2015). Unfortunately, the policy

changes were met with mixed impressions. Some economists argued that the Immigration Act

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forced a slump in terms of assimilation, increased welfare dependence, and limited immigrant

self-sufficiency (Hatton, 2015). These deficits were reportedly of great concern, as many

believed assimilation was the best measurement of successful integration into the host culture

(Diane, 2012). Assimilation, as defined by Morawka (2009), is the replacement of old country

bonds, customs, and attachments with mainstream American culture.

The Refugee Act of 1980 led to the creation of a Federal Refugee Resettlement Program

that would provide a more systematic process for the admittance and absorption policies for

refugees (Leibowitz, 1983). With the Refugee Act, refugees were anticipated to achieve

economic self-sufficiency shortly after arriving in the United States (U.S. Department of Health

and Human Services, n.p.). As a result, the United States has seen new waves of immigration

between 1970 to 2000 resulting in approximately 28.4 million foreign-born adults and children

residing in the United States (Rong & Brown, 2002). Interestingly, it is reported that 8.6 million

are school-age children (Camarota, 2001). According to Grieco and Trevelyan (2010), the year

2009 brought with it a total of 38.5 million foreign-born individuals into the United States.

Similarly, the Yearbook of Immigration and Naturalization Service (2000) reported that the

percentage of immigrants from Europe declined from 52.7 percent in 1951-1960 to 14.9 in 1991-

2000, while immigrants from Asia, the Americas (i.e., Canada, Mexico, the Caribbean, Central

America, and South, America), Africa, and Oceania increased steadily over those years. The

reported numbers are representative of documented immigrants and may not fully represent an

accurate number of immigrants during this period. The results of this report are illustrated in

Table 1below.

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Table 1. Data gathered from the Yearbook of Immigration and Naturalization Service (2000)

Retrieved from https://www.dhs.gov/xlibrary/assets/statistics/yearbook/2000/Yearbook2000.pdf.

Table 1. – Source Area Composition of U.S. Immigration, 1951-2000 (Percent of total from each source)

Region of Origin 1951-1960 1991-2000

Europe 52.7 14.9

Western 49.8 5.9

Eastern 2.9 9.0

Asia 6.1 30.7

Americas 39.6 49.3

Canada 15.0 2.1

Mexico 11.9 24.7

Caribbean 4.9 10.8

Central America 1.8 5.8

South America 3.6 5.9

Africa 0.6 3.9

Oceania 0.5 0.6

Totals (000s) 2,515 9,095

Longitudinal data from the United States Census Bureau suggests that there were steady

increases in the foreign-born population within the United States beginning in the 1900’s. For

instance, there were 10.3 million immigrants in the United States in 1900, this corresponds to a

percentage of 13.6%.While this number steadily increased in 1910 (13.5million), 1920 (13.9

million), and 1930 (14.2 million), the United States experienced a decline in the immigrant

population in 1940 (11.6 million), 1950 (10.3 million), 1960 (9.7 million), and 1970 (9.6

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million). However, beginning in 1980, there data from the census bureau shows significant

increases in the immigrant population leading up to the demographic changes seen in the United

States today. The population growth was as follows: 1980 (14.1 million), 1990 (19.8 million),

2000 (31.1 million), 2010 (40.0 million), and 2014 (42.4 million) (Camarota & Zeigler, 2016).

Many states in the United States have seen a growth in their newcomer populations, and

Colorado is no exception. A nearly 20% increase in Denver’s population in 1990 was mainly

attributed to a wave of immigrants from Mexico (Brookings Institute, 2003). In 2014 Colorado

accounted for 10% of the foreign-born population (“Immigrants in Colorado,” n.d.) in the United

States. In more recent reports, the 2015 U.S. Census Bureau, American Community Survey,

noted that 537,066 immigrants (foreign-born individuals) reside in Colorado, equating to 9.8

percent of the state’s population (Camarota & Zeigler, 2016). In short, this means that 1 in 10

Colorado residents are foreign born individuals. Moreover, data captured in 2015 suggested that

20% of the Colorado student population were immigrant students, which is a dramatic increase

from 5% in 1980 (Camarota & Zeigler, 2016). In fact, in 2017 the Colorado Department of

Education reported that 11,657 school aged children ages 3-21 were enrolled in Colorado

schools; an increase of 2,776 from the year prior (Kids count data center, 2018). Hence, with the

increasingly diverse and continually changing student demographic in Colorado, cultural

orientation programs and practices should be viewed as a vital factor in state-wide student

achievement. According to the Colorado Office of Economic Security (2018), 37% of refugees

in Colorado are children with families settled within three main areas in Colorado: Greely (13%),

Metro Denver/Aurora (80%), and Colorado Springs (7%).

With the introduction of newcomers in Colorado school systems, districts and schools are

searching for ways to meet the diverse needs of their students. Foremost, schools are adopting

English Language Acquisition programs that will address the needs of their English Language

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Learners (ELL). The purpose of these programs is to help students achieve academic gains

through educational and social support to immigrants and their families (Leaks and Stonehill,

n.d.). Most alarming are reports that teachers and school administrators are oftentimes ill-

equipped to offer adequate services to meet the needs of immigrant and refugee students;

primarily lacking in training regarding how to support foreign born students as they navigate

multi-cultural boundaries (Yeboah & Smith, 2017). Additionally, there are a number of risk

factors that immigrant children are exposed to, including an increased risk of depression,

suicidality, and low school performance (Collins, 2010). Moreover, research suggests these risk

factors are often a result of poverty, poor schools, neighborhood violence, discrimination, and

disparities in access to healthcare, education and employment, resulting from poor psychosocial

adaptation.

The goal of this study is to gain information about the ways that community

organizations and public schools can better support immigrant students, as research suggests that

biculturalism often proves to be a genuine asset, causing children to achieve superior levels of

educational and social performance (Diane, 2012). This study sought to investigate the

following: programs and services offered to immigrant school age children by resettlement and

community agencies, the ways in which these programs promote and aide in the process of

cultural integration; the relationship between public schools, resettlement agencies, and

communities; and finally, program outcomes and student success stories, as reported by

interviewed resettlement agency representatives and school liaisons. The next chapter will

explore any gaps in the existing research, discuss the varying debates and explore previous

research findings surrounding the topic of acculturation.

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Purpose of the Study

The research regarding the benefits of acculturation is compelling. However; one may

ask how a newcomer can successfully navigate through the many obstacles of understanding a

new culture while maintaining identity. Such a task may present as even more challenging for a

young child or adolescent, who may feel overwhelmed by the rapid changes in environment,

academic challenges, and peer relationships. Research has shown that academic success is, in

many ways, directly correlated to social success (Kern and Friedman, 2009). Interestingly,

longitudinal research has shown that children’s academic and social skills reach a point of

stability during their early to middle childhood (La Paro & Pianta, 2000). For a refugee child this

may not be the case, as they may have arrived in the United States having several gaps in their

education, and a traumatic background, thus lacking comparable developmental opportunities

and skills to their peers. Significant gaps in the research exist regarding the experiences of school

age immigrants/refugees. As the immigrant/refugee population in the United States is growing,

and their experiences are continually evolving; so, should the research.

The purpose of this study is to understand the acculturation process of immigrant/refugee

school age children by examining the cultural orientation programs and services offered by

resettlement agencies, schools, and community organizations located in the Denver/Metro area.

In addition, specific familial and community factors were also explored. The central research

questions guiding this study were:

1. In what ways do school, community, and parent supports impact social and academic

development in newcomer children?

2. What systems are in place that address the diverse religious and cultural needs of

newcomer children?

3. What are the challenges to successful adjustment into a host culture?

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4. What are the sociocultural protective factors that encourage successful integration?

Significance of the Study

The ultimate goal of the study is to understand the factors associated with resettlement.

Specifically, that way in which acculturation is experienced by school-age newcomer children

who have recently entered the public-school system. Additionally, that this study will add to the

body of knowledge surrounding the ways that community organizations and public schools

support immigrant students, as research suggests that biculturalism often proves to be a genuine

asset and has caused children to achieve superior levels of educational and social performance

(Diane, 2012).

In the current investigation, school age refugee/immigrant children were deemed the

acculturating group, however, their experiences were shared from the perceptions of school and

community agencies. Interviews were conducted with organizations that assist families during

the initial and critical years of adjustment into life in Colorado. Specifically, the information

gathered sought to address acculturation experiences among school aged children in Colorado

public schools. Though research exits regarding immigrant experiences, there is still a great deal

that can be learned regarding social adjustment associated with acculturation.

In a previous study called, Cultural Orientation of Refugees (2008) the researcher sought

to better understand the process of resettlement through the impressions of voluntary and

assigned agencies that work with the Colorado refugee population within the Denver Metro

Area. This study focused on increasing the body of knowledge about the refugee experience.

The study further sought to answer the following questions: (1) who the refugees are; (2) how

they acculturate to new environments; (3) what their successes and challenges are; (4) what

assistance are refugees receiving in the process; (5) what is working and what is failing.

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The original study was conducted ten years ago, thus, a new analysis of current changes

in the immigrant population in Colorado is needed.

In another study conducted by the Colorado Department of Human Services, a cohort of

“Newcomer” refugees were surveyed over the course of four consecutive years (2011-2012

through 2014-2015) as part of a study called the Refugee Integration Survey and Evaluation

(RISE). Within the study, artifacts were collected, interviews were conducted, and participants

were surveyed in order to explore acculturation experiences (Lichtenstein, G. P. J, Engleman, A.,

& Miller, M., 2016). Findings from the study were particularly revealing and indicated growth

toward high integration as an entire cohort. In addition to the overall study findings, there were

several notable remarks. For instance, results from the survey indicated that 92% of the cohort

maintained steady employment, resulting in a reported increase in family income and as such

increased integration. In terms of participants who had medical insurance, 76% of participants

exhibited a steady improvement of English language proficiency; most notably, refugees

reported feeling safe within their homes and outside of the home. All participants applied for a

green card and reported a desire to become U.S. citizens. Refugees with disabilities and those

who were 55 years and older reported significantly more challenges with language adjustment

and feelings of social isolation. Additionally, up to 61% of participants reported that their family

income was too low to cover their living expenses. Finally, fewer than half (48%) of participants

regularly spoke with people whose first language is English.

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CHAPTER II

REVIEW OF LITERATURE

Immigration in the United States

Resettlement Process

Upon entry into the United States, the Department of State (DOS) partners with the

Department of Health and Human Services to place refugees in host communities throughout the

country as part of the Receptionist and Placement Program (Office of Refugee Resettlement,

2012). In addition, the DOS and the Department of Health and Human Services (DHHS) have

formed a cooperative relationship with nine domestic voluntary agencies (VOLAG) (Bruno,

2011). VOLAG’s place refugees in one of 190 host communities throughout the United States

(The Refugee Placement Program, n.d.). Placement is based on the needs of the individual or

family and the available resources within each community. Some of the resources considered

include the availability of interpreters who speak the newcomer’s native language, the size and

features of housing, schools with special services, medical care, English classes, and

employment services (Bruno, 2011). Still, there has been some debate regarding the

communities where newcomers are placed after arriving. One reason for the debate is that the

regulations set by the United Stated Refugee Act of 1980 prohibited the intentional distribution

or resettlement of refugees in an area that is highly impacted by the presence of refugees or

comparable populations (ORR, 2012). However, this contradicts acculturation research, which

suggests that maintaining one’s original culture while interacting with other groups is considered

the best approach to integration (Berry, 2007). Yet, in some cases, newcomers are placed in

neighborhoods that do not include other individuals of similar ethnicity, thus, creating an

additional challenge to maintaining cultural connectedness (Katz, Noring, and Garrelts, 2016).

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Immigration in Colorado Historically, Colorado’s refugee population has been small in relation to other states, but

in recent years, settlement patterns have changed greatly following fluctuations in immigration

policies, practices, and border control (Hanna and Ortega, 2017). Currently, more than 10,000

refugees and immigrants consider Colorado their home (Minor, 2017). These refugee

communities include immigrants from Vietnam, Soviet Union/Russian Republic, Burma,

Somalia, Bhutan, Iraq, Ethiopia, Cambodia, and Laos to name a few. Within the increased

population of newcomers in Colorado, many are children.

According to a study conducted by the Colorado Department of Human Services

(CDHS), a total of 11,657 school-aged immigrant students were enrolled in schools throughout

the Denver Metro area in 2017 (“Immigrant students,” 2018). The study researched individuals

within the ages of 3 to 21, who were not born in the United States and have been attending one

or more schools for more than 3 full academic years (“Immigrant students,” 2018). Nationally,

records indicate that there were 16.1 million refugees worldwide in 2016, and of this number,

more than half of them were children and at least 6 million were of primary and secondary

school age (UNHCR, 2016). Similarly, the Public Use Microdata Areas report, which compiles

data from the Census Bureau, determined that there has been significant growth in the number of

immigrant students in public schools within the last two decades, equating to 1 in 4 students

(PUMAs, n.d.).

There are a number of community and resettlement agencies located within the Denver

Metro area that work with schools and other organizations to offer services which support

refugees and immigrants in the resettlement process. For instance, the Colorado State

Departments Colorado Refugee Service Program (CRSP) collaborates with up to 130 non-

governmental agencies to assist with education, legal, citizenship, health, training, employment,

and financial services to refugee and immigrant families (Denver Immigrant Community and

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Neighborhood Assessment, n.d.). Additionally, these organizations frequently ensure that

newcomers receive support in the areas of language acquisition services; assistance with school

related conferences; literacy development; access to free school lunch programs; referrals for

immunizations, and health services (“Newcomer Resources, n.d.”). These agencies regularly

provide child care assistance, career/education services, mental health support, disability and

refugee elder programs. Their services also include resources to address relationship and social

problems such as, family crisis support, bullying intervention programs, along with counseling

services to address anxiety, depression, and substance abuse (Colorado Department of Human

Services, n.d.).

Conversely, at the school level, in-house programs include, interpretation/translation

services, special education, college and career readiness, and English as a Second Language

(ESL) services that are available to children and their families in most districts (Bridging

Refugee Youth & Children’s Services, n.d.).

Acculturation/Integration

Acculturation has been described as the process of cultural and psychological change that

occurs in response to intercultural contact (Berry, 2003). Individuals are said to achieve

successful integration when adaptation into a new culture occurs along with a level of

endorsement from the new culture (Hou, Y., Neff, A.L., & Yeong Kim, S.). This also occurs

when two or more cultures begin to adopt shared attitudes, cultures, and opinions (Verbeek,

2008). For instance, a newcomer, defined by the Merriam-Webster Dictionary as a foreign-born

person who has recently arrived somewhere or who has recently started a new activity, should be

encouraged to immerse themselves into the host culture, while continuing to celebrate their

culture identity and development of self. This process promotes a blended cultural orientation

(Cabassa 2003). Essentially, this means that both the individual and the host community evolve;

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adopting the dominant culture’s value systems and norms and acquiring the mainstream language

(Kang, 2006). However, Berry (1997), explains that immigrants often struggle with the decision

to refute their culture of origin and assume mainstream culture. Theorists have noted that

acculturation occurs at both individual and group levels (Barry, 2003). Barry (2003) further

explained that at the individual level the changes are closely related to self-identity such as

values, attitudes, and beliefs, whereas at the group level, changes occur through social and

cultural systems. Researchers have found elements that encourage cultural integration including:

linguistic integration, labor market integration, civic/political integration, education integration

and residential integration (Somers & Dunn, 2018). Language acquisition, interpersonal

relationships, values, and attitudes are additional factors that are said to contribute to successful

integration (Unganer, 2014).

Moreover, acculturation is described as possibly the most important aspect of

maintenance and adoptions (Celeste, Meeussen, Verschueren & Phalet, 2016). It is said to

contribute to better intergroup relationships (Berry, 1997). In addition, Antonio & Benedicta-

Monteiro (2015) discuss several positive impacts of acculturation, including: improved self-

esteem, less acculturation stress, better school performance, and higher well-being. Additionally,

a study which explored minority acculturation and peer rejection found that maintaining adoption

norms of acculturation promotes engagement with the majority culture, while maintenance

increases preservation of heritage norms (Celeste et. al, 2016). Ray (2002) described the

measurement of cultural integration as the sense of belonging to the receiving society, quality of

cultural contact between groups, convergence of child rearing practices and the degree to which

cultural groups remain separate. This theory suggests that successful integration into the host

culture involves a level of investment from the dominant culture.

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Challenges to Integration

Age and Acculturation

Previous researchers have debated and explored the way in which individuals integrate

between their home and host cultures, specifically the impact of age on acculturation (Yeh,

2003). According to the research, acculturation occurs at varying degrees within the population,

and often differs greatly dependent upon age and gender (Elder, Broyles, Brennan, Zuniga &

Nader, 2005). For instance, there are generational differences in the rate at which newcomers

acquire the English language. In fact, Toppelberg & Collins (2012) explain that in many cases

newcomer children acquire English at a faster rate due to the demands to learn English upon

entrance into school, thus causing a shift in the use of their first language (L1). Moreover, some

studies have shown that second generation1 immigrants are exhibiting L1 language loss and

becoming more English dominant at a much faster rate than seen in previous waves of

immigration (Portes, A., & Schauffler, R. 1994, as cited by Toppelberg & Collins, 2012).

Unganer (2014), attributes this shift in language acquisition to social distance and feelings of

alienation, which lead to an increased desire to master their L2 language.

Still, research has shown that there are other age-related factors that impact acculturation.

Berry (2005) lists a number of factors which influence individual levels of acculturation such as,

the age of the individual at the time of immigration, level of comfort, frequency of contact with

members of the host culture, and differences in values and beliefs. Based on the research, the

younger an individual is at the age of acculturation, the more adept they are to assimilate2

(Leyens & Corneille, 1999). Similarly, Wong (2011), notes that second generation children born

overseas acculturate at a much faster rate due to level of exposure and social systems which

include peers, school, and media. This is in contrast to that of the older generation, who tend to 1 Second generation refers to individuals who are U.S. born with foreign-born parents (Harris, 1997) 2 Assimilation: abandonment of the culture of origin to adopt that of the host culture (Levens & Corneille, 1999)

15

retain the values and belief systems from their culture of origin (Phinny, Horenczyk, Liebkind, &

Vedder, 2001). For many immigrant youths, specifically those who are in their adolescent years,

this period of adjustment can be especially challenging as it is also a period where they begin to

assert their independence, and seek more time spent with friends.

Acculturative Stress

As previously discussed, the process of immigrating into a new culture is not free of

strain; some individuals are forced into migration (refugees) while others leave their countries

voluntarily (immigrants, sojourners) (Cabassa, 2003). Those who immigrate to new countries for

reasons beyond their control often leave the only home they have known, family members and

friends, only to arrive in a country where they are alone, do not speak the same language as

others, and may have varying levels of education (Cabassa, 2003). In addition, these individuals

may have endured trauma, stress and adversity (Birman et al., 2005). It is difficult to measure or

fully understand the level of stress driven by their experiences prior to arrival; however, the

existence of legitimate post migrant stressors is known. Acculturative stress is referred to as the

stress brought on by unique cultural risk factors such as the combination of psychological,

somatic, and social stressors associated with the process of adaptation into a host culture (Berry,

2003). Acculturative stress is said to occur when problems or conflicts in adjustment between

the immigrant culture and that of the host society occur (Berry, 2003; Zeiders, Umana-Taylor,

Jahromi, Updegraff, & White, 2016).

Upon arrival in the United States, immigrants are tasked with learning a new language,

obtaining employment, learning about the school system (if applicable), and adapting to new

cultural norms (ORR, 2012). Regardless of the factors, research suggests that stress is associated

with socio-emotional wellbeing, academic functioning and physical health outcomes (American

Academy of Pediatrics 2015, p.236-237). Mahoney (2008), discussed the intersection of cross

16

cultures often felt by immigrant adolescents while attempting to tackle sense of identity, and

disruption to the sense of self. She further explains that these struggles often lead to sense of

inadequacy (Mahoney, 2008).

Trauma

The process by which refugees migrate to the United States is often filled with

devastation and trauma (Cabassa, 2003). Bemak & Chung (2015), note that a refugee’s departure

is often unplanned, and filled with uncertainty in terms of safety, final destination, travel route,

and means of travel. While each individual circumstance is unique, the affect is likely traumatic

resulting from events that are psychological and physical in nature. Studies have indicated a

significant relationship between premigration trauma and successful adjustment and mental

health post migration (Miller & Rasmussen, 2010). Additionally, research has shown that

trauma greatly inhibits the brains ability to regulate emotional responses (i.e. fear), causing

deficits in verbal declarative memory (Bremner, 2006). Moreover, early and continuous

exposure to trauma can be a risk factor for the development of anxiety and depressive disorders

in adulthood (Kessler and Magee, 1994).

Studies evaluating trauma, Post-Traumatic Stress Disorder (PTSD) and other comorbid

conditions suggest that there is a strong correlation between anxiety and depressive disorders, the

level of acculturation and presence of acculturation stress in immigrant first generation Mexican

Americans (Ehlers, C.L., Kim, C., Gilder, D.A., Stouffer, G.M., Caetano, R., & Yehuda, R.,

2016). Similar to acculturative stress, trauma can be categorized into pre and post events

occurring either before, after, or during migration. In terms of pre-migrant stress, researchers

note that refugees suffer from impairing diagnostic-level psychiatric disorders with the most

common being post-traumatic stress disorder (Porter & Haslam, 2005). As we continue to

explore the effects of stress on the newcomer population, it is important to understand the

17

various types of stress they have experienced. These stressors include but are not limited to;

those brought on by previous trauma, experiences in a new county, housing stress, mental illness,

family separation, and illness.

In a study that explored the prevalence of substance abuse and psychiatric disorders in

first generation Mexican Americans, findings indicated a correlation in the increase in frequency

as age and time spent in the United States increased (Alderete, E., Vega, W.A., Kology, B. &

Aguilar-Gaxiola, S., 2000). This trend is not only seen in immigrants residing in the United

States, but also in other countries (Alderete et.al., 2000). Alderete et.al., (2000) further define

mental illness such as personality disorders, psychosomatic disturbances and abnormal reactions

seen in immigrant workers in Europe. However, there is an ongoing debate regarding whether

the prevalence of acculturation stress or trauma effect acculturation and the associated risk

factors for mental illness (Ehlers, C.L., Gilder, D.A., Criado, J.R., & Caetano, R., 2009).

The results in a study that sampled young Mexican Americans during the trans-

generational process of adapting to living in the United States discovered that there were

significant findings in terms of previous trauma and rate of acculturation. Moreover, the

outcomes from the study further suggest that an individual having experienced trauma at any

level is more likely to exhibit high levels of acculturation stress as reported using an

acculturation stress scale (Singh, Lundy, Vidal de Haymes, & Caridad, (2011). Although the

direct relationship between trauma and acculturation stress is not fully understood, these findings

may imply that individuals who have experienced trauma are also vulnerable and, in some cases,

more susceptible to acculturative stress (Mangold, Want, Javors & Mintz, 2010).

18

Challenges in Schools

Language Development

Language is not independent of cultural contexts as studies have shown that learning a

second language involves linguistic and cultural competence (Culhane, 2004). First language

acquisition begins in infancy, and continues through adulthood (Toppelberg, C.O., & Collins,

B.A., 2010). In addition, dual language acquisition is greatly dependent on the amount of

exposure and the age at which acquisition begins. Individuals typically acquire their first

language (L1) in their first three years of life, whereas the second language (L2) is established

later (Toppelberg, C.O., & Collins, B.A., 2010). Although an individual who is fluent in two

languages is commonly referred to as bilingual, the term dual language does not assume full

proficiency of language (Gutierrez, K.D., Zepeda, M., & Castro, D.C., 2010). Hence, an

individual having dual language abilities may demonstrate varying skill levels across each

language. For instance, dual language children may demonstrate strong L2 abilities with

academic related terms, whereas strengths seen in their L1 abilities may be stronger regarding

interpersonal communication among family members. The extent of language support and

exposure are equally as important in terms of L1 and L2 development. In contrast, when

individuals are submersed in a majority language (e.g. L2) they risk losing a significant amount

of acquired language in their dominant L1 language (Wong-Fillmore, 1991).

Socially, foreign-born individuals begin to form societal relationships and negotiate their

social position in their new communities when given many opportunities for repeated

communication activities. Access to communication may occur in non-conventional ways such

as with cultural artifacts (e.g. reading a newspaper, exploring the internet, and watching

television) (Doucerain, M.M., Varnaamkhaasti, R. S., Segalowitz, N., &Ryder, A. G., 2015).

However, when an individual does not begin to develop dual language abilities or exhibit social

19

integration they are at risk for limited cross-cultural adaptation. Interestingly, Wong-Fillmore

(1991), found a correlation between early exposure to English and first language loss, suggesting

that this occurs at greater rates in children who are younger when they learn English. According

to Snow, (1994) there is a relationship between linguistic environment at home and children’s

later language competence. This suggests that children require both vocabulary growth and

language maintenance cultivated in both academic and home settings. Thus, research has found

that children from lower Socioeconomic Status (SES) populations will demonstrate lower

language skills than those from higher SES populations (Hoff, 2003).

According to the research it is clear that successful integration is greatly dependent upon

increased language development and maintenance of one’s culture of origin. Furthermore,

integration is supported when the opportunities to interact with the new community and use

language are many. For school-age children, their community includes their school and

neighborhood. This relationship is not limited to the children as it almost equally involves the

family engagement and the connection with the school community.

Programs and Services

Family School Relationships

While most educational institutions are steadily beginning to meet the linguistic needs of

their student populations, research has shown that family-school interactions also play a

significant role in a child’s educational experiences (Lareau, 1987). The rate by which parents

acculturate is another factor that is said to impact the extent to which newcomer children

successfully integrate and adapt into the host culture (Kurtz-Costes and Pungello, 2000). In

another study that assessed integration through the perspective of refugee experiences, a positive

correlation could be seen between caregiver school interactions and cultural integration.

Moreover, the study results revealed that cultural-integration increases as a result of interactions

20

with teachers, parent attendance at school events, and active volunteering. Additionally,

respondents of the study noted that they found additional success when having a close friend at

the school who was not from his or her county of origin (RISE, 2016).

Cultural Orientation Programs

Community and government agencies offer cultural orientation programs designed to

help with the period of adjustment experienced by children and their families. These programs

are meant to provide support to refugees during their advancement into society through

instruction and education offered pre-departure and post-arrival (Cultural Orientation Resource

Exchange, n.d.). Through these programs, refugees who have recently resettled in the United

States can attend classes that will highlight the resettlement process, including United States

culture, rights and responsibilities, employment, housing, education, health, and community

agencies (Cultural Orientation Resource Exchange, n.d.). After attending these seminars,

participants are hoped to have gained a great deal of information about the United States within a

short period of time (Colorado Providers for Integration Network, n.d.). Additionally, cultural

orientation programs often offer workshops that are designed to provide parents with the skills

needed to support children in the process of cultural adjustment. For instance, The Cultural

Orientation Resource Exchange (CORE), a cultural orientation technical assistance program

designed to support with pre-departure and post-arrival resettlement suggests the following as

ways to enhance acculturation through family engagement: walking children to school, attending

parent teacher conferences, accessing English Spanish Proficiency (ESP) classes, engaging in

children’s extracurricular activities, working with children on homework, asking children what

they learned at school, and volunteering in schools (Cultural Resource Exchange, n.d.).

21

Summary

The review of literature provided a brief understanding of the historical and present contexts

surrounding immigration, such as school partnerships, physiological and psychological

hardships, and the evolution of theory around integration. In addition, the literature forces us to

look at the ways in which a dominant culture may impose or hinder the maintenance of a less

influential culture. Thus, the research suggests that there are positive long-term benefits

associated with successful acculturation which are greatly influenced by interactions with the

host culture. Furthermore, the literature prepares the groundwork to investigate the common

themes shared by key informants regarding factors leading to acculturation. Chapter three will

discuss the methodology used to research and develop an understanding of the experiences of

refugee school-age children and their families during the first years in the United States.

22

CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

Research Methods and Procedure

Research Design

A case study methodology along with a narrative approach was selected as the most

appropriate method in exploring the events and experiences related to the integration of school

age children. Specifically, Creswell (2013) describes qualitative case study design as an

approach in which the investigator explores a real-life system through in-depth detailed data

collection methods. The purpose of this study was to investigate programs and procedures which

support school age refugee children in successfully integrating into their community. Robson

(2011), characterizes qualitative research as one that is flexible rather than fixed, and inductive

instead of strict in its sequence.

Case Study

According to Yin (2009), there are five key components that should be utilized in case

study research: research questions, purpose of the study, unit analysis, data linking propositions,

and criteria for interpreting data. For this study, the phenomenon under question were the

programs and systems which impact acculturation among school-age refugee students. The case

in the current study being resettlement agency spokespersons, family/community liaisons, and

educators who work with students and families in the Denver-Metro area. For this study, data

was collected through the conduction of in-depth semi-structured interviews and a review of

existing literature and data. Furthermore, the interview process consisted of audio-recorded

conversations which were manually transcribed into word documents and coded for emergent

themes. Additionally, a review of current and relevant literature was interpreted. The unit

23

analysis for this study were K-12 school-age refugee students attending schools in the Denver-

Metro areas.

Narrative Design

A narrative design approach is said to offer rich insights into the lived experiences of

others (Creswell, 2013). Carless, Sparkes, Douglas, & Cooke, 2014 describe this research design

method as the particularity and complexity of an individuals lived experience. Furthermore, it

allows the researcher to find meaning through dialog with the participant and allows a participant

to take the role of the primary expert (McAdams, 1993). Additionally, this design approach is

beneficial in understanding lived experiences over time, rather than a static snapshot of a

moment (Carless & Douglas 2017). Finally, narrative methods provide a deeper understanding of

the way that psychological processes are influenced by sociocultural contexts (McLeod, 1997;

Carless & Douglass, 2013).

This chapter will describe the background of a case study, description, and components.

In addition to the abovementioned five key components to case study research, Yin (2009)

further notes that the “how and why” questions must be explored when utilizing this method of

research. For the purpose of this study, key spokespersons were interviewed to share about their

experiences regarding working refugee children and their families. Participants were asked to

describe programs and procedures which promote individual and group level acculturation

through family, community and society engagement. In addition, respondents were asked to

discuss notable challenges experienced by this population that hinder integration.

Nature of the Study

A qualitative case study design was used to obtain rich and in-depth data about the

experiences of school-age immigrant children. Case study research begs to answer the questions

“why” and “how.” The purpose of the case study is to evaluate existing programs, and further

24

analyze the services offered at the school and agency level that reinforce acculturation among

school age immigrant/refugee children. Utilizing a case study design method, the researcher can

investigate a specific “case” through interviews, observations, documents and reports that

“illustrate the issue” (Creswell, 2013, p.99), as well as explore a contemporary bounded system.

The case within the research being described as the experiences of refugee and immigrant youth

through the perspective of voluntary agencies and schools. Creswell (1998), describes a case

study as research that builds an in-depth and contextual understanding of a case through the

involvement of multiple data sources (Yin, 2013). Moreover, the issues within each case can be

explored within a setting or context (i.e. bounded system), in this case, the ways in which school

age immigrant/refugee children experience acculturation.

Findings contributing to the interpretation of the results are drawn from interviews with

program directors, and coordinators who have had first-hand experience with programs and

services that encourage cultural integration in immigrant/refugee school age children. Interviews

were also conducted with school liaisons who collaborate with volunteer and community

agencies. There are multiple populations of interest in this study: 1) school-age immigrant and

refugee students, preferably those whom have newly arrived in the county within the last five

years, and 2) caseworkers, program directors, administrators/coordinators, and families.

The interview protocol from the original study, Cultural Orientation of Refugees by

Rachel Verbeek (2008), was modified. Specifically, 11 questions were revised from the original

scale. The reason for the revision was to include questions that would elicit a more pointed

understanding of the experiences of immigrant/refugee children. For example, to incorporate

questions regarding the psychological process of cultural integration and challenges experienced

by refugee children including; family-school collaboration, and overall youth experiences.

Interviews questions were open-ended (see Appendix A for document titled Service Provider

25

Interview). Face-to-face and telephone interviews were conducted with agency spokespersons of

voluntary and assigned resettlement agencies in the Denver/Metro areas. This interview style

allowed the researcher to ask for clarification and elaboration if necessary. The expectation was

for the respondent to provide in-depth information about the experiences of refugees/immigrants

school age children. The interviews were conducted using an informal and conversational style.

Sampling Frame/Consent Process

Appropriate sample size has been a topic of discussion in quantitative and qualitative

research. Creswell, and Plano Clark (2011) discuss Purposeful sampling, also known as selective

sampling, as a technique which allows the researcher to recruit participants who can provide in-

depth and detailed information about the phenomenon under investigation. This method of

exploration is said to provide a system to gather knowledgeable individuals and groups who are

experienced with the phenomenon of interest. They further explain that the intentional selection

of participants leads to information-rich cases (Creswell & Plano Clark, 2011). For this reason,

participants in this study were selected using a pre-determined criterion derived from the

research questions.

Participants were recruited via email. The details included in the email discussed the aims of

the study such as the: purpose of the study, voluntary participation, confidentiality, limitations,

risks, and implications of participation (see Appendix A). Individuals who responded to the

email were contacted via telephone to discuss more specific details of the research study and to

answer any questions. Each participant gave verbal and written consent and agreed to participate

in the study. Participants were also asked to confirm or deny participation in a follow-up

interview. No financial compensation was offered to participants.

For the purpose of this study, a “saturation” sampling method was used. Glaser and Strauss

(2015), describe saturation as a establishing the projected sample when the information provided

26

by respondents has reached it level of potential. They further explain that saturation is the point

in which no other information can be learned. During the interview phase, the researcher began

by selecting three qualifying participants to interview (one resettlement agency representative,

one educator, and one community liaison). As the data was gathered it became clear that

additional perspectives were needed in order to make a comparison of the findings. As such, the

researcher sent out another set of recruitment email’s resulting in the addition of two resettlement

agency spokespersons, and one educator to the study. A convenience sampling was conducted of

agencies and schools located in Colorado within the Denver/Metro area and its surrounding

cities. For longitudinal purposes, the three agencies from the original referenced study, Cultural

Orientation of Refugees, (2008) were recruited to participate.

Characteristics of Sample

Only participants who met the inclusion criteria were included in the study. All of the

participants were representatives having direct experience working with first generation

immigrant/refugee children and their families. The participants each reported a history of

working with the population of interest in their first two to five years of resettlement in the

United States. Each representative noted that they held a current role as an agency spokesperson,

family liaison, or public-school educator. All participants reported that their experiences working

with the population of interest was not limited to interactions within the context of school and

community-based activities.

Six key informants participated in this study. When determining the participants of interest

for the study, the researcher considered the current political climate regarding immigration

reform. After careful consideration, the researcher elected to use participants having a second-

hand perspective regarding newcomer experiences. Due to the nature of their work, and the

vulnerability of the refugee population, this study will only provide general characteristics of the

27

participants in order to maintain confidentiality. Sieber (1992), explains that it is the role of the

researcher to collect, analyze and report data without compromising the identity of the

participants. For this reason, agency/school names and exact locations were not included.

Instead, a broad description of participants is provided in Table 2, below.

Table 2: Characteristics of Participants

Participant Job Title Years of

Experience

Primary

Language

Countries of Experience

Participant

A

School Programs

Coordinator –

spokesperson for

a resettlement

agency

10 years English

Burma, Thailand Congo,

Democratic Republic of

Congo, Central African

Republic, Kairine and

Ruanda Afghanistan,

Somalia, Ethiopia, Karen,

Honduras, El Salvador,

Guatemala, Bhutan and

Nepali

Participant

B

Resettlement

Agency

Specialist

7 years English

Somalia, Congo, Iraq,

Syria, Burma, Eritrea,

and Ethiopia

Participant

C

Bilingual Speech

Language

Pathologist for

large metro area

district

5 years Spanish Honduras, Mexico,

Ethiopia

Participant

D

Family Mentor

Coordinator –

Works for a

resettlement

agency

7 years English

Afghanistan, Syria,

Somalia, Iraq, Burma,

Bhutan, Congo, AirTran

28

Table 2 cont’d

Participant

E

Family Literacy

Lead Teacher in a

school located in a

diverse

(community

agency)

5.5 years English/Spanish

Mexico, Myanmar, Iraq,

Guatemala, Somalia, El

Salvador, Ethiopia,

Bhutan, Columbia,

Puerto Rico, Dominican

Republic, Honduras,

Togo, China, South

Korea, Indonesia,

Palestine, Lebanon

Participant

F

English Language

Development

Teacher

7 years Chinese/English Mexico, Iraq, Somalia,

Congo

Data Collection Methods

Inclusionary and exclusionary criteria questions were asked to control the possibility of

confounding variables skewing the data. Utilizing a flexible semi-structured interview format,

questions could be asked out of order, expanded upon, or elaborated to create sub-questions

when necessary. The semi-structured interview process allowed for an interactive experience in

which the examiner’s questions followed a natural schema of the conversation, rather than a rigid

questioning style. During the interview, general information was gathered regarding respondents

lived experiences working with the immigrant/refugee population.

The interview questions were categorized by Personal experience, Programs that support

Acculturation experience, and Challenges to Integration in order to address the broad issues

29

hypothesized by the researcher. In order to facilitate a rich conversation, the researcher began the

interview with a general question, that allowed the interviewee to speak about their overall

experiences in an unstructured way. In turn, the researcher shared about her personal experiences

and interest working with the immigrant/refugee population. This format allowed for rapport

building and promoted cooperation and a natural flow of conversation with the interviewer.

Research has shown that an interviewer’s behavior can significantly influence whether

respondent’s answers will be accurate and honest (Shaffer, Dykema & Maynard, 2010).

With approval from all participants, interviews were audio recorded and saved to the

researchers’ computer for future transcription and analysis. Consent to participate in the study

and agreement to the parameters of the audio recordings were signed by each participant. Audio

recordings were manually transcribed, into a written text (word) format. A manual transcription

method was selected in order to ensure a high rate of accuracy. This method is said to be most

effective when there is a risk of mis communicated transcription due to loud ambient noise, rapid

speech, accents, slurring, and poor quality of recording (Creswell, 2013). In addition to the

audio recordings, hand written field notes containing comments about the environment,

researchers’ impressions, and participant behaviors were collected. Field notes are highlighted

as a data tracking method often used to identify key points and make note of ideas and trends

(Lofland & Lofland, 1995).

Interview Administration

Interviews were conducted beginning in November 2018 and finalized in December

2018. The conversations were recorded then transcribed within a two-week period of the

interview. All participants spoke English therefore the data did not require additional translation.

Under the specifications of the consent agreement all recorded information is scheduled to be

destroyed on May 18, 2019 upon fulfillment of the researcher’s graduation requirements.

30

Additionally, all recordings, electronic files, hard copy transcriptions, and hand-written notes

will be maintained in a secure database until the previously mentioned date.

A total of 10 interviews (preliminary and follow-up interviews) were conducted with 6

qualifying participants. The final sample included three resettlement agency representatives, two

public school educators, including one English Language Development (ELD) teacher, a speech

pathologist, and one community liaison. Information was gathered through face-to-face and

telephone interviews, analysis of artifacts, and reflective field notes. Data was collected from all

who participated in the study over a six-week period. Participants were recruited via email using

a convenience sampling method of agencies and organizations located in the Denver/Metro area.

Initial interviews lasted between 40 and 80 minutes. Follow-up interviews were conducted with

three participants in order to clarify original responses. Follow-up interviews were conducted

between 15 and 30 minutes. Additionally, interviews were conducted in a safe and neutral

environment (i.e. participants office, local coffee shop, or telephone) selected by the participant.

In order to accommodate the needs of the participants, appointment times were set to meet the

schedules and availability of each respondent.

Procedure and Instruments

Aforementioned, a protocol was adapted from a study that was created 10- years ago

called Cultural Orientation for Refugees by Rachel Verbeek. Questions from the original study

were modified to elicit information that would address the needs of acculturation in school-age

refugee children. Thirteen questions were formulated that would address the lived experiences of

immigrant/refugee children as seen through the eyes of key informants. As explained by Berg

(2001), interview questions should be designed to prompt conversations about the subject’s

thoughts, opinions, and attitudes regarding the study-related issues. As such, the interview

questions were structured in a way that sought to investigate the reported experiences of

31

immigrant/refugee school age children that correlate to integration and acculturation. Questions

explored experiences during the school enrollment process, characteristics associated with

acculturation, relationships with the school community, access and obstacles to the general

education curriculum, family engagement programs, limitations to classroom, community,

learning, and social experiences. The interview questions were created in English and read to

each participant by the researcher. The final question solicited interest in a follow-up interview.

Research Steps

In order to ensure limited risk and to remain in compliance with university regulations,

approval was obtained from the Colorado Multiple Institution Review Board. The application

process for Expedited Review of Human Subject Research began on July 7, 2018, revisions were

requested on September 28, 2018, and full approval was obtained on October 31, 2018. As part

of the evaluation, it was determined that the magnitude of harm and discomfort to participants

was minimal, and there was no anticipated risk.

Data Coding

During the analysis process, the researcher identified all common statements made by the

participants that were deemed significant to the study. These statements were reviewed,

analyzed, and grouped into subcategories as they related to the research questions. These

categories were instrumental in identifying the codes that would be used in later analysis to find

themes. The initial codes are listed below on the frequency table. Groups with greater frequency

were considered for the emergent themes and sub-themes. The frequency at which responses

were given are illustrated below in Table 3.

32

Table 3: Participant Response Frequency Table C

oded

Gro

ups

Participant Number

1 2 3 4 5 6 Totals Parent Engagement 2 5 6 1 4 18 English/Literacy 9 4 9 22 Limited Language Proficiency 5 2 3 6 4 20 Social Language 2 2 4 Gender Roles 2 1 3 Cultural Considerations 9 1 2 12 Employment 6 2 8 Academic Support 5 4 9 Enrichment Classes 2 4 6 Multi-culture Navigation 5 10 15 Bullying 2 5 7 Isolating 4 2 6 Affordable Housing 1 1 Mental Health (stigmas) 6 3 2 11 Psychosocial Support 1 2 3 Trauma 9 3 12 Teacher Preparedness /Burnout 1 4 3 8 Newcomer Programs 7 3 3 2 15 Unwelcoming/Welcoming schools

8 7 15

Training/ Skill Development 6 3 1 5 15 Interpreters/Cultural Liaisons/Ambassador

3 3

Biases/Equity 5 5 Cultural Orientation Course 5 5 8 18 School Enrollment Issues 4 4 After school opportunities (tutoring)

5 2 2 9

School Enrollment Support 5 5 Check-ins 2 3 6 Community Connections 3 2 6 Case Management 2 1 3 6 Church, Community, refugee interactions

1 2 3

School Education, cultural considerations

10 6 16

Codes were manually transcribed in order to ensure accuracy of participant voices. Ryan

and Bernard (2003) note that interpreting participants lived experiences in their own words leads

to a more accurate interpretation of codes. As such, statements taken from each narrative were

33

initially developed into common codes, then tallied to determine frequency. This process

required repeated review for in order to identify a collective meaning. Once processed, these

ideas were sorted according to common themes directly related to the research questions. These

included: Job duties/roles and responsibilities; refugee barriers for adaptation, integration, and

success; countries, languages, and culture; refugee process, procedures, and policies; successes

for the process or suggestions for successful integration; mental health implications.

Data Analysis

According to Merriam (2009) narrative analysis helps to better understand the lived

experiences of others. Merriam further explained that the primary goal of data analysis should be

to define and interpret the research questions of a study. Within this investigation, the research

questions sought to address the needs of the population of interest in order to better understand

strategies that can be used to support this community. The primary goal of the research was to

increase the body of knowledge surrounding integration as it relates to the school-age

immigrant/refugee population. Specifically, the research sought to identify those programs and

processes offered to immigrant, refugee children that promote integration with a host

community. Six cases were examined and compared in order to better understand the

phenomenon of acculturation. Using the data from the interview, demographic information, and

researchers field notes, each narrative was then coded and interpreted to find common themes

and patterns.

Interviews for the study were audio-recorded then transcribed verbatim into written form.

The transcription process involved repeated interpretation for accuracy. Field notes that were

collected by the researcher during interview administration were interpreted for accuracy during

the transcription phase. Using an open-coding strategy the researcher color coded to allow for

easy identification of emerging themes. The coding process involved looking for commonalities

34

and differences in participant responses. Following the coding process, the researcher began to

identify overarching ideas that would later be identified as themes and the smaller ideas would

be categorized as sub-themes.

Table 4: Themes for RQ 1

In what way does the school, community, and parent relationship impact social and academic

development in newcomer children?

Theme and subthemes Key Informant Examples

Theme 1: Parent and Community Engagement

“Our program is about parent engagement at school and helping parents get more involved in the school community.” “I think that a lot falls on the receiving community and that is the piece that is missing in resettlement is that we focus so much on our clients, but really if the receiving network was much more receiving on a wider scale how great would that be if your neighbor was the one helping you take the bus rather than an agency.” “During our first meeting I show parents how to access their parent portal account, filling out free and reduced lunch applications, check kids grades and attendance online. Most families do not have access to a computer or telephone, so I check in with them again after 90 days to repeat the training.”

1a. Peer Liaisons/ Interpreter Services

“one of the most successful integration services that we offer is connecting our students with another peer in the building. We have noticed that this is helpful even with kids who do not speak any language.”

1b. “Third Culture Kids”

“third culture kids who are navigating two or more cultures, when they go home their parents tell them that they are acting too American, and when they are at school their peers tell them that they sound too Somali and look too Muslim.”

35

Table 4 cont’d

1c. Parent/School Relationship

“In some schools our clients are really respected, and they make an effort to build out programming so that they can best serve refugee kids, whether that means better labeling of the foods at lunch time to make sure that our Muslim kids for example don’t eat pork products and really trying to find ways to be welcoming and accommodating.” “For parents, I see them adjust more quickly the more they get involved-through employment, making friends, getting involved in community groups, etc.” “Within our program I have received feedback that kids are working harder because their parents are in the building; parents can better support their kids with homework and academically we offer a parent/student homework club every Tuesday.” “Our program is focused on parent engagement and helping parents become more involved in the school community, here’s what this can look like 1 hour of “Parent and Child Together Time” parents spend time in their child’s classroom.”

1d. Case-worker & School Coordinators

“my job is to advocate on behalf of the child, so I really interact with the schools.” “We are lucky to have a school enrollment volunteer, her role is to help get kids enrolled in schools, help parents understand the paperwork that is coming home, going to parent-teacher conferences, overall helping parents to navigate the school system and support their kids.”

1e. School Enrollment Process

“when they arrive in this country the children do not have supplies, so on the first day I go over to their house with backpacks and school supplies.” “Every school is different, and every district looks a bit different in terms of paperwork you need and what the process looks like.”

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Table 5: Themes for RQ 2

What systems are in place that address the diverse religious and cultural needs of newcomer

children?

Theme and subthemes Key Informant Examples

Theme 2: Programs and Services

“We offer a number of programs that support our clients with making community connections in their neighborhood and in schools.” “we provide supplemental academic support.” “we offer an in-home tutoring program.” “we offer long-term services, to ensure clients are adjusted.”

2a. Newcomer schools

“If a child’s ACCESS scores show that they do not know English, then they will most likely be transferred to a newcomer school where they can receive additional support in English instruction.” “In some districts the refugee kids have to go to a specific school and the school is not close to their home, so it means they have to take two to three buses before they get to school.”

2b. ELD programs/classes

“In schools they have specific classes where the children are learning a lot of English in their ELD classes, but when they return to their regular classes if they are having trouble understanding they can come back and learn the material with their ELD teacher.”

2c. Psychosocial Support Groups

“We offer family stabilization services so dealing with any clients who might be encountering higher barriers or higher levels of mental health issues, we connect them with community services and offer our psycho-social support program.”

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Table 5 cont’d

2d. Parent Workshops

“Our organization provide workshops to parents to explain things like how to make maintenance requests on your property, rules and regulations about how old children can be to stay home alone, job readiness, U.S. workforce, and how they can use the experience they are bringing to apply for a career/job in the U.S.”

2e. Enrichment/Cultural Orientation Classes

“A big part of it is celebrating your own culture, so when we meet we have time for sharing, playing a game, singing a song and what’s great about our classes is that our kids are coming from all over the world, so you have 20 different languages and countries of origin in the same classroom and kids are exchanging in a nice, safe environment.” “We offer a cultural orientation 40 facts course where families learn about U.S. customs including holidays and laws.” “We have to prepare our clients for holidays like Halloween so that clients are not surprised to see people dressed in costumes going door to door and asking for candy.” “Around the Fourth of July we talk to our families about the fireworks, because we know they can be triggering.” “Our organization have really robust after school programs that are only offered to high school students to help them get connected. We offer tutoring assistance, four nights a week that we share a meal together.”

2f. Community Engagement

“We offer community gardening, restorative yoga, cooking classes.” “We try to connect our families with a cultural ambassador, who is like their first “friend” their role is to take the family around their neighborhood, help them find ethnic grocery stores, understand how to shop, explore and connect with the broader community.”

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Table 6: Themes for RQ 3

What are the challenges to successful adjustment into a host culture?

Theme and subthemes Key Informant Examples

Theme 3: Barriers to Integration

“Language is the hardest, families often report that that don’t know what is going on with the school or their kids.”

3a. Programs do not account for interrupted education

“If a student is 16 years old they are placed in the 11th grade even if they only finished 5th grade back in their home country, Nepal for example.”

3b. Language/Education Barriers

“Previous education, especially for our kids if they have been in school you can see a direct correlation for the number of years that they have been in school.” “finding reasonable paying jobs, when you have only limited literacy ang English ability, and then having to pay $1200 to $1500 in rent, this is a huge barrier.” “Parents in the program are very self-conscious and doubt themselves, they are afraid to speak English because they are worried that they will say something wrong and someone will make fun of them.”

3c. Limited access to academic support Programs

“Students are often unable to stay for an extra hour for homework support otherwise they have to walk then three and a half miles home.” “Students that have the most difficult time are those that are being held back for reasons outside of their control, such as speaking English.”

3d. Mental Health Implications

“mental health is also very taboo, so it's hard to talk about with families” “We also partner with other agencies, so when we see that a child is frustrated easily, angry, or having outburst we refer them, so they can help to cultivate coping skills and anger management.” “Sometimes we notice that parents are disengaged for different reasons, it appears to fall in the category of mental illness.” “Schools are not trained in using a trauma informed approach to working with these students, so the things that they may ask of them can be unrealistic and the teachers are not taking into account the students background.”

3e. Family Systems (benefactor caregivers)

“Family dynamics can be interesting, sometimes there is an older cousin or sibling that takes on the role of caregiver.”

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Table 7: Open codes for RQ 4

What are the sociocultural protective factors that encourage successful integration?

Theme and subthemes Key Informant Examples

Theme 4: Positive Projected Outcomes “Students who bravely engage definitely adjust faster.”

4a. Previous Education

“having knowledge of English but also literacy in their home language helps out so much.” “Previous education, especially for our kids if they have been in school you can see a direct correlation for the number of years that they have been in school.”

4b. Familiar with Western Society

“Families that are open to the western idea of equality like allowing their daughters to go to college and work outside of the home.”

4c. Two Parent Households

“I think having a two-parent household is very helpful. I see our single moms work so hard and try so hard, but it is difficult because they are dealing with their own trauma and stressors.”

4d. Resilience

“Elementary kids definitely have their struggles, but their road is normally a bit easier, they seem to pick up the language faster and they are able to integrate faster, but for middle and high school students it’s really tough.”

The analysis used selective coding methods to identify major ideas and concepts derived

from the data. This process developed through the continued comparison of participant responses

and initially established open-codes. As the researcher began to give names to the data in the

form of codes that could be connected to the data in relative categories, the process required

repeated analysis of the transcribed data. This process is often referred to as axial coding. The

interview protocol was used during the focused coding process, in which were integrated into

themes that were then identified and grouped into four main categories: 1) Parent and

40

Community Engagement; 2) Programs and Services; 3) Barriers to Integration; and 4) Positive,

Projected Outcomes. These themes describe: 1) challenges experienced by newcomer children

that impact them socially and academically, 2) the programs and services offered at the school

and community level that support newcomer children in navigating the school system,

establishing relationships with peers and teachers, and understanding their host community and

their neighborhood, and finally 3) what are those characteristics seen in the population of interest

that are already established and aid in successful integration.

Theme 1- Parent and Community Engagement

In response to research question 1: In what way does the school, community, and parent

relationship impact social and academic development in newcomer children? Participants noted

several ways that resettlement and community agencies work with clients from the point that

they arrive in the United States to understand U.S. systems, schools and culture. Participants

reported the importance of continuously checking in with children and families to review

concepts for understanding and check for new questions. Specifically, respondents noted that

connecting children with at least one “peer buddy” in the school aids in community integration.

One participant reported, “instead of an interpreter we began pairing kids with students who

either spoke their language or was in the same grade to give them a tour of the school, introduce

them to other students, and explain the school schedule.” She further remarked “the amount of

relief on those students faces when someone familiar walked into the school office was

palpable.”

Additionally, a representative reported that she has found that families respond well to

connecting with a “family liaison,” someone who is a part of their community groups or church.

Other subthemes within this category suggested that newcomer children often struggle to

integrate because they are learning to navigate two cultures. Along with this challenge,

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participants reported that parents also struggle with their children’s desire to adopt American

values, clothing, and music. One participant noted, “when kids go home their parents tell them

they are acting/dressing/sounding too American and when they come to school, they are told by

their peers that they sound too Somali and look too Muslim.” These comments suggest that these

refugee/immigrant children may be faced with barriers related to social identity.

Theme 2 – Programs and Services

Within the interviews, emphasis was placed on the type of programs and services that are

offered to newcomer children and their families. Most notably, participants stated that programs

that offer support to newcomers during the early stages (i.e. upon arrival) of resettlement are

most beneficial. Some of the highlighted programs included: cultural orientation, job readiness,

English classes, housing, and food assistance. Representatives from resettlement and community

agencies contributed the most evidence of these services in their interviews. One participant

noted “we help with school enrollment, open bank accounts, apply for social security cards; all

the basic needs.” While another participant shared, “we provide supplemental academic support

to help children get caught up with their peers.”

However, while there appears to be a vast number of resources available to these

children, respondents indicated that there are some improvements that can be made in terms of

programs and services. Specifically, within the school to agency relationship. Participants noted

that while some schools are very accommodating to the needs of newcomer children and their

families, others seem to be ill equipped to work with this population and fail to understand the

unique needs of this group. One participant reported, “we need to change how teachers are

trained because our population is changing so dramatically in the United States; teachers and the

general education system need to catch up too.” The respondent explained that some teachers

become overwhelmed with the behavioral challenges displayed by refugee children. She noted

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that often unknown to the teacher is that a newcomer may exhibit behaviors that are triggered by

frustration, confusion, and trauma. Another respondent pointed out that a child may appear

disobedient because they walk around the room without permission and leave the classroom to

go the restroom without raising their hand. She explained that this is a scenario frequently

reported by teachers. She shared that the reason for this behavior may be as simple as

“newcomer children do not understand English or the school rules.”

Theme 3 – Barriers to Integration

When questioning the respondents about the challenges to successful adjustment into a

host culture, it was found that there are many factors that appear to act as a hinderance to

acculturation. Some themes that emerged were: interrupted education, language, social

factors/bullying, school reception/enrollment process, technology, and the political climate.

According to the participants, of the many barriers, language is the most difficult. Several

participants reported that limited language proficiency may lead to isolation and shame. One

participant noted, “language is the hardest, families often report that that don’t know what is

going on with the school or their kids.” Limited language proficiency also leads to struggles in

social communication. According to one of the resettlement agency spokespersons, “these

barriers appear most evident at the secondary level while elementary age students appear to adapt

more readily.” Another participant shared that, “the road is a bit easier for the younger kids

because they are able to pick up the language faster and they are able to integrate faster.”

For students who have had gaps in their education, school in the United States can be

challenging as they attempt to learn English and catch up to their peers academically. Other

findings indicate that systematic concerns in the enrollment process lead to struggles experienced

by newcomer children. For instance, the process by which a newcomer must meet graduation

requirements, their placement in high school classes, and the reception from the school

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community were all areas noted by participants and barriers to education. Participants reported

that the enrollment process varies by school and can be overwhelming and rule bound.

According to one of the participants, if a child is older than 17 and does not have the credits

needed to graduate within the traditional U.S. time limits, they may be referred to the General

Education Development (GED) process or to another district that can accommodate their needs.

In addition, family systems were mentioned by some respondents as barriers to integration. One

participant noted, “some families are super encouraging to our students, they really push them

forward and support them, then there are other families that are pretty checked out, so it is up to

the student to be motivated.” Technology is a problem that was noted by respondents in terms of

students not having access to a computer for homework and their parents not having access

technology to check day-to-day parent school functions such as attendance, grades, and parent-

teacher correspondence.

Theme 4 – Positive Projected Outcomes/Celebrations

This theme seeks to answer the research question, what are the sociocultural protective

factors that encourage successful integration? O’Connell, Boat, & Warner (2009), describe

socio-cultural factors as the merging of customs, lifestyles, and values of origin with the culture

with which you live. Whereas protective factors refer to attributes of individuals that lower the

likelihood of problem outcomes (O’Connell, Boat & Warner, 2009). For newcomer children

these factors could be in their maintenance of cultural factors associated with their culture of

origin. For instance, maintaining their first language, or exercising religious practices and

customs. In terms of protective factors, respondents noted that students who have had some

schooling prior to resettlement appear to adapt better. One respondent reported, “Previous

education, especially for our kids if they have been in school you can see a direct correlation for

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the number of years that they have been in school.” Another participant reported, “some schools

are very welcoming, and they want to more about our kids and their families.”

Participant Narratives

Chapter III detailed the methodology utilized in this case study. The purpose of this

chapter was to provide detailed information regarding the data collection, data analysis, sample

selection, and theoretical underpinnings. In addition, the following narratives detail the responses

for each participant. All participants are from metropolitan Denver; however, their job, roles and

organizations vary. For the purpose of this study, specific demographic and identifying

information has been removed from the narrative and generalized as much as possible. For

instance, the participant names and organizations are not included, instead, participants are

identified in an alphabetized order (A-E) in order to provide anonymity. The following six

participant narratives contain stories about their experience working with immigrant/refugee

students and their families.

The following narratives have been divided into sections: a) programs and services, b)

population of interest, c) school reception, d) cultural hinderances; e) notable concerns.

Due to the nature of the qualitive inquiry methods, the researcher had the opportunity to

engage with participants through one-on-one interviews. Each respondent shared a unique

experience working with the immigrant/refugee population. Their shared experiences were rich,

and they frequently offered additional information not elicited by the researcher. The following

information includes the researcher’s general interpretations of the participants narratives.

Interestingly, responses from all participants were generally consistent, with some outlier

perspectives regarding the existing relationship between agencies and schools. Some participants

did not have enough information to respond to all questions. The responses below highlight their

experiences and are representative of their voice.

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Participant A

Participant A is a School Programs Coordinator who works for a resettlement agency.

She has worked with resettlement agencies for 10+ years. She has worked with immigrants from

Karin, Burma, Thailand Congo, Democratic Republic of Congo, Central African Republic, and

Ruanda Afghanistan, Somalia, Ethiopia, Honduras, El Salvador, Guatemala, Bhutan and Nepali.

She noted that her role has changed over time from working with newcomers to navigating the

“complicated” systems as students enroll in the various districts to currently primarily providing

supplemental academic support to students. She reported that at the elementary school level this

typically involves after school tutoring and at middle school and high school levels more push-in

academic support. Participant A primarily works with students within their school environment.

Her role involves going into mainstream classrooms to teach core subjects like math and science.

She works with a small group of students who often have had limited or interrupted schooling,

thus rendering them behind in content. She stated that “My primary goal is to work with them to

kind of help them catch-up with their peers.” She offers similar support at the high school level,

although with the older children she reports seeing bigger gaps in education. Participant A

provided an example of what this often looks like for high school students: “If a student is 16

years old, they are placed in the 11th grade even if they only finished 5th grade back in their

home country, Nepal for example.”

In addition to Participant A’s primary job duties, her organization provides an in-home

tutoring program to support high school students who often times cannot stay after school for the

tutoring that is offered at the school due to childcare responsibilities, after school job obligations,

or transportation challenges. Participant A stated that, “Students are often unable to stay for an

extra hour for homework support otherwise they have to walk then three and a half miles home.”

Participant A’s organization also provides a “Cultural Adjustment” program that offers help to

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students who are trying to navigate the practical and social aspects of school. Within this

program enrichment classes are offered. At the middle school level, Participant A explained that

they often go over basic school skills like how to: open your locker, navigate the school lunch

line, what is bullying, and how-to self-advocate. She noted that “bullying is rampant at all of

these schools and children need to be taught how to combat it.” Additional topics of discussion

that come up are: changes schedules, and how to understand credits.

In terms of community organization support, Participant A reported that she often

partners with community based mental health organizations to provide individual therapy, or

smaller and more focused groups where she can address coping skills when children exhibit

behaviors such as anger or aggression. Participant A reported that, “We see kids who withdrawal

and kind of shut down so helping to establish coping skills so that they can become successful in

navigating the schools is my goal.”

Another aspect of Participant A’s job is offering programs that encourage parent

engagement. She reported that in this role she is responsible for supporting parents as they

become involved in their child's school life. She noted that “Our parents are so excited and want

to be involved and want to be supportive, but often times due to the language barrier, they are

scared to go to their kids’ schools, they don't know that they can go and talk to the teachers, or

that they have access to an interpreter.” Participant A also explained that parents often report that

it can be very “scary” walking through the front doors and attempting to navigate or initiate a

conversation with building personnel.

Participant A described advocacy as one of the most important roles in her position. She

stated that advocacy involves combating some of the educational barriers they face, helping

students identify what they really want in terms of education. She noted that sometimes all they

really want is the social experience of high school. In a final note, Participant A noted, “I just

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want to say I know sometimes we talk about all of the hardships and challenges, but our kids are

so resilient, and so hardworking, so it's not all sad stories just unique obstacles that our kids are

facing.”

Barriers to Integration, Adaptation, Success

Participant A reported that services vary by agency. She noted, “Unfortunately, I am the

only one at my agency that does this with the help of an intern. “She further explained that her

agency’s goal is to focus in the “Action Zone” or “Innovation Zone” area schools. These are

schools that are in “turn-around” due to poor test scores, or high dropout rates. Participant A

explained that for these schools who have a large immigrant/refugee population test scores may

not be as strong because “our kids don't test well because they are still learning the language and

the content isn't fully relevant.” She further explained that even when they have obtained some

fluency in the English language, they are often required to use a computer to take a test, which

can bring about new challenges. She reported that the “turn around” status can be somewhat

helpful in that she has reportedly seen an increase in the flexibility schools allow in terms of

teaching. She further explained that this is the reason she is allowed to provide support in an

enrichment class offered during the school day. This class is normally co-taught with an English

Language Development teacher.

Participant A reported several risk factors that impact refugee students and their families.

These factors include limited: educational experiences by both children and their parents, access

to technology which makes it difficult to complete homework and find jobs; high drop-out rates

as student are often challenged with the reality of needing to help provide income for their

family; and isolation. Participant A noted that families may feel isolated from society when first

arriving in Colorado, she noted, “I think our case managers do try to put them closer to their

communities, especially because our families are coming from such communal societies and so

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that’s why you find that oftentimes our families will say I do not want to live in a separate

house.” Rather families often want to live with a relative even if it means living with 2-3 adults

and 4+children in a 2-bedroom home. Participant A shared that when this occurs it is her job to

educate the families about housing violations such as fire codes.

When asked about ways to measure integration, Participant A stated that it can be

“tough,” especially when working with “third culture” kids who are navigating two cultures. She

noted that these children are ridiculed at school for “sounding too Somali,” or you “look to

different.” Similarly, when they go home they are told they are “acting and dressing too

American.”

Other challenges include finding employment or reasonable paying jobs with limited

language, and literacy. Furthermore, Participant A reported that the high cost of housing can

create significant challenges for families. She explained that families often report struggles with

finding homes that are near the school that they can afford. In terms of challenges reported by

student, Participant A explained that many students struggle to navigate the educational system

alone including accessing transcripts, changes classes at the high school level. For the student

who do not establish relationships with their peers they may seek other forms of connection such

as gangs.

Participant A also discussed challenges reported by newcomer children regarding

navigating multiple cultures. She reported that this often occurs when children “do not feel like

they belong in any one space; not feeling Somali enough or not feeling American enough so

instead feeling stuck.” She also noted that children often report issues with bullying and are at

risk of gang involvement, specifically with the Nepalis, and our Burmese boys. Participant A has

found that having a strong desire to belong may be a primary factor leading to gang involvement,

as newcomer children are looking for a place to fit in.

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Process, Procedures, & Policies

With regard to family supports offered by resettlement agencies, Participant A noted that

families are eligible for services for up to five years. Within the first five years, families can

access career counselors and job developers who work with employers to secure job placement.

However, she noted that while job retention is a goal there are other factors which impede

successful placement such as limited understanding of the transportation system and limited

language proficiency. In order to prepare the parents, Participant A’s organization offers job

readiness workshops. In the workshop’s parents are taught interviewing skills, resume building,

personal hygiene, and job basics.

When asked to describe her experience working with school systems, Participant A noted

that each school has varying requirements. She reported that some districts are very welcoming

and offer newcomer schools which include: transportation, language support, and mental health

services. In terms of terms of teacher responses, she noted that some teachers are very excited,

while others appear overwhelmed and unprepared. Participant A also noted, “some teachers want

our kids in our classrooms because they know how much they offer the learning environment,

while other teachers become frustrated because a kid is not listening and is walking around.” She

stated, “what these teachers are missing is proper training to help them understand that many

refugee children have never been in school and do not know about classroom rules such as

raising their hand to use the restroom.” Participant A also voiced concerns around high burnout

rates teachers experience due to vicarious trauma. Similarly, she reported that many refugee

students voice concerns around safety and immigration status. In the high school settings, she

noted a disconnect between academic demands and the lack of unique supports available for

refugee students. Regarding helpful accommodations, Participant A noted that teachers can offer

snacks in the classroom or a quiet place to sleep.

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Participant A reported that schools who do not have newcomer programs may not be

fully prepared to work with newcomer students. She explained that these schools occasionally

decline admission for newcomer students, instead offer alternative options such as GED or a

New America school. She noted that hearing “no” upon initial meeting can be very disappointing

and psychologically impairing for families. Most notably, Participant A reported that children

who enter the country at the age of 16 or older are occasionally rejected by school districts due to

reasons related to U.S. standard graduation requirements that newcomers often cannot meet

because they cannot meet the credit hour requirement, they are unable to graduate within the

required U.S. standard graduation timelines, or they cannot provide a transcript showing

successful completion of prerequisite classes. For example, she has found that U.S. History and

Physics are not taught in other countries.

Celebrations – Reported successes or suggestions for integration processes

Participant A explained that she is most proud of the enrichment classes offered by her

organization. Within these classes, culture is celebrated. She stated that this includes providing

opportunities for students to play games, share stories, and exchange experiences in a safe

environment. Participant A reported, “what’s great about our classes is that our kids are coming

from all over the world, so you have 20 different languages or countries of origin in the same

classroom and kids are exchanging, in a safe environment.”

According to Participant A, students in her groups are asked to qualitatively rate their

level of comfort in the school setting and comfort navigating the school system, using a pre and

post survey. When asked what she would change in the resettlement process, she reported, “we

focus so much on our clients and how can we help them, but really if the receiving network was

so much more receiving on a wider scale how great would that be if your neighbor was helping

you take the bus rather than some agency.”

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Participant A noted, characteristics she has seen to be beneficial to successful integration

include: families who have some English seem to adapt more easily; literacy in their home

language; previous education (especially for kids); if they have been in school you can see a

direct correlation to the number of years that they have been in school, even if it was not the

highest quality of education.” She explained, even if they have had some education they tend to

“catch up with their peers or at least follow along with the material.” Participant A also notes that

having a two-parent household and a flexible perspective of gender roles can be beneficial.

When newcomer families are open to this western equality, “it is a little bit easier for them to

kind of allow their kids, mainly their daughters to go off to college, or to take school seriously,

because sometimes families don't think that their girls need to go to school. She reported that she

has heard parents report that their girls should get married young and have babies.”

Mental Health Implications

Participant A described trauma as one of the main struggles experienced by newcomer

families. She also reported concerns relating to social emotional and mental wellness as a major

challenge for families. Participant A stated, “mental health is also very taboo, so it's hard to talk

about with families.” She described a scenario in which a newcomer child arrives in the United

States and feels fine, but begins to experience sudden, intense depression, or anger several

months later. She explains that she has seen this scenario play out with many children. She also

notes that some adults do not recognize this as a response to trauma. Participant A shared a story

about a older student who she works that appears to be experiencing psychotic episodes at home

and school that interfere with their everyday functioning. Participant A stated, “When you know

that it is not language based because we have someone there who speaks the same language, her

sister is saying when this happened back in my home country, I would just take her to the water

and dip her in the water and the devil would leave her.” Participant A notes that although this is

52

an extreme case there are many other cases like this one. Suggesting that a better understanding

of mental health concerns may be warranted.

Participant B Participant B is a Resettlement Agency Program Specialist. She has been with her agency

for one year, but she has worked with the immigrant, refugee population for five years. She

reports that one of her main job duties is to help all newcomer students enroll in school from the

initial process until its completion. According to Participant B, much of her duties involve

teaching students and parents how to go through the enrollment process including: teacher

introductions, general application process, figuring out the first day of school and bus schedules.

Participant B also provides support to students when there are reports of bullying behavioral

issues. Due to Participant B’s unique role, she is listed as an emergency contact for students on

her caseload. For this reason, she can respond to schools directly when issues arise with students,

especially in the event that the caregiver is unavailable. In her role she can act as an advocate on

behalf of the child.

Additionally, Participant B is responsible for general youth programming which operates

under a grant that it is written for refugee students ages 5 to 21. General youth programming

involves parent engagement strategies, academic achievement and psycho social activities and

development support. She explained that although her duties in this capacity are separate from

the schools they still fall within the goal of greater integration into the United States. Participant

B frequently works with families from Somalia, Congo, Iraq, Syria, Burma, Eritrea, and

Ethiopia. She is introduced to families by their case manager on their second day in the country.

This is a process that occurs as part of general orientation whenever a family has a school-age

child(ren). Upon meeting the family, Participant B provides a general introduction of her role

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and the services that she offers. She reported that she describes herself to the families as “the

face that they are going to be familiar with for school issues.”

Participant B strives to ensure that her first meeting with families is basic and brief,

because she understands that the process may be very overwhelming. Within the meeting

families are given a brief overview of U.S. schools structure. For instance, having several

children that are in one household going to multiple schools (e.g. the separation of elementary,

middle and high school settings). She noted that she has found this information is helpful when

given to families early. During her second meeting with families, Participant B brings backpacks

and school supplies that are age-appropriate for all children in the household. She also uses this

meeting to walk the family through the first steps of the enrollment application, which can be

very different depending on the district. Participant B noted that, for some districts the process

involves completing a “giant paper packet of information for each child.” She noted that when a

family has multiple children it may take several hours to complete paperwork. For other districts

the application requires identification cards, immunization records, and proof of address for all

children.

Barriers to Integration, Adaptation, Success

In terms of barriers, Participant B noted that when working with families who do not speak

English, they seem to be slower to pick up on systems. She noted that the initial meeting is

normally longer and involves an interpreter. When meeting with the families Participant B also

helps them to complete a free and reduced lunch application and set up their student portal

account. Participant B voiced concerns with this process, she expressed hope that one day

families will be given laptops as part of their welcome package. She explained that she would

like to “teach them how to check grades and attendance from home.” She noted that it can be

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unreasonable to expect that caregivers will remember what was shown to them after only one

observation.

Communication is another notable factor. According to Participant B, it can be difficult to

state how different it is when children and families cannot communicate. She describes it as a

puzzle in which learning English is very important to encourage students that they can learn with

support. Participant B noted this as one of the most important pieces of integration. Similarly,

newcomers at the secondary level voice concerns around communication with their parents.

Participant B shared that newcomers report a disproportionate delineation of responsibilities, and

that their parents just do not understand their “new life,” so they do not share information about

their lives with them. Whereas, she noted that elementary level parents are more involved.

Process, Procedures, & Policies

For her schools located in the more centralized area of the city, Participant B takes her

families to their local Welcome Center. She explained that the process is normally straight

forward because the center is directly connected to the school emissions office.

Another important area that is focused on by Participant B’s agency is parent engagement.

Participant B encourages parents to check student grades and encourage their high schoolers to

school and after school program attendance. Following the initial meeting and training,

Participant B conducts a 90-day follow-up meeting. During this meeting she does a “test of

knowledge,” in which she quizzes families on how well they know the name of their child’s

school(s), directions to the school, attendance line, etc. Based on the results, she determines

whether they require additional training. As a standard procedure, Participant B prefers to walk

her students in on the first day of school. She notes that this can be challenging when there are

multiple children in one household. When this is the case, she attends the school of the high

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school student or the child that requires the most support. She feels strongly about providing this

support as she noted that this time can be “a really difficult transition.”

Participant B reports that trauma is another major factor affecting successful integration.

She stated that students are often struggling with so many things that are outside of their control

like not speaking English, not understanding school. She reports that he students who choose to

“bravely engage” despite the challenges tend to adjust faster. While other students seem to have

a “mental block” that prevents them from moving forward. Participant B noted, although “all of

our students have experienced trauma there is just something mysterious about some human

beings seem to have been born with some more resilience than others.” She explains that schools

would benefit from using a trauma informed approach when working with these students.

Furthermore, Participant B reported that she has noticed a need for change in the way in

which teachers are trained at a macro level. She stated, “our population is changing so

dramatically in the United States and you know teachers need to catch up with that too.” She also

explained that she has seen increased teacher turnover rates associated with struggles when

dealing with behavioral challenges while working with refugee students. According to

Participant B, much of the behavioral concerns can be attributed to trauma. Participant B stated,

"their needs are just as unique as our special education students.” Participant be shared that she

wishes there were special programs specifically designed for students having a previously

interrupted formal education, or students who are just learning English. Participant B also

explained that the supports offered by ELL departments are often minimal when compared to the

needs of the students.

Participant B shares a memory of a time she worked with a Syrian student. She

remembers that this student began to internalize “shame.” She recalls that the student would

frequently report that every day was a bad day. His struggles stemmed from previous trauma,

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and an unbalanced level of academic support. In terms of school to agency relationships,

Participant B reported that, the relationship with students and training vary by district. For

instance, “some people are more sensitive and understanding of the issues because they have

done their own work and they’ve really been engaging with this their own growth, so they are

willing to meet our students where they need to be met.”

Celebrations – Reported successes or suggestions for integration processes

According to Participant B, she has noticed that elementary age children seem to

experience an easier transition because they tend to pick up the language faster and integrate

faster. However, she has noticed that middle and high school students struggle more with this

process. For this reason, she makes more frequent school visits at the high school level. She

reported that newcomer children and schools have seen this as helpful. Participant B reported

that her agency provides a robust after school program, offered only to high schoolers. Within

this program, students are given tutoring services and dinner. She noted that this is one of the

best programs they offer because it keeps children connected with others.

Participant B facilitates an after-school group with 12 students. Within this group she

offers focused field trips, focused discussions, service-learning projects (e.g. services learning

projects focused on environmental protection or how to recycle). She stated that she believes it is

very important to measure levels of acculturation and growth. Currently, Participant B

administers a pre and posttest to students.

Participant B notes that one of the most important proponents of successful integration is

the connection with their school community in the school. She shared that a strategy she often

uses with newcomer students is to pull a list of all the student in the building who speak the same

language and introduce them to the newcomer students. After printing the list, Participant B

typically shows the list to the newcomer student and asks them to select three students who they

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may know. These students then take-on the role of student liaison; their role including giving

newcomer students a tour of the building and introducing them to other students. Participant B

notes, “the amount of relief on those students faces when someone familiar walked into the

school office was palpable.” “I mean it was amazing, and it really change the dynamic, because

instead of using an interpreter they don’t know, it is their fellow student who is explaining what

their school schedule is and taking them around the school.” Participant B noted some additional

protective factors including: eagerness to learn, resilience of the student, family life, culture,

encourage family system. She stated, “This is one of those things where I hope that in about 50

years from now will have taken a giant leap forward.” She stated that she hopes that there are

better systems in place to meet the needs of all of the students enrolling in Colorado districts.

Participant B noted that her greatest success stories have been in the relationships that are

formed. She noted that there are some schools that form great relationships with their students

and families; in these schools the teachers are very accommodating and helpful. She reported,

“some of the schools that are used to having our clients offer special programming and ask

questions about how they can best serve kids.” She explained that support varies, but it could be

as simple as better labeling of foods at lunch time to ensure that children who do not consume

pork for religious reasons are aware of the contents in lunch foods. These schools also let

Participant B meet with students during the day. When a relationship is not established with

school personnel Participant B noted that the interactions with personnel can be very difficult.

She reported that this can be challenging because “a big part of her job is building trust and

relationships with schools.” She shared that having an established relationship typically increases

the level of advocacy she can provide to families. She attributes this success to being able to

collaborate with the school, navigate the system with parents, and help to build a common

understanding in a way that the family cannot do on their own.

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Mental Health Implications

According to Participant B, there is “work to be done concerning the identification and

treatment of student who experience mental health challenges as they arise.” She explained that

mental health implications are often undetected due to the limited English focus. She reported

that behaviors may be associated with cultural factors and these major concerns are often “lost in

the process.” Participant B noted a few situations involving a very disengaged parent. She

reported that she believes this disconnect may have been related to several factors including

mental illness. In these cases, she has seen other family member such as cousins’ step in to care

for the children.

Participant C

Participant C is a Bilingual Speech Pathologist who has worked with newcomer students

for 5 years. With regard to working with refugee students, Participant C has worked with

students from Honduras, Mexico, and Ethiopia. She reported that her district offers newcomer

schools at the Elementary, Middle, and Highschool levels. However, entrance into these schools

is based on availability, so the goal is to support students in their home schools with English

Language Development specialists until they can be placed in a more appropriate setting. These

specialists are trained in the ELD Teacher Training, a two-year program that focuses on

identifying different stages of language acquisition and how to support students at every stage.

In Participant C’s experience, newcomer students are assigned to a school that can meet

their specific needs. She reported that these schools have classrooms where the students

participate in language rich programming in order to increase the student’s acquisition of

English. She further explained that these schools are fully equipped to match the needs of

newcomer student with staff members who are highly trained in language acquisition.

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According to Participant C, a student that is experiencing success in his/her steps of

acculturation will willingly participate in more social activities in the school and the community.

She noted that adapting to another culture is difficult and when a student is able to transcend

different barriers it is an indication that he/she is accepting and being accepted into a new

culture. In the schools Participant C works parents/guardians are invited to all meetings so that

they feel ownership in their child’s education programming.

Barriers to Integration, Adaptation, Success

Participant C discussed several barriers to successful integration including, not inviting

parents/guardians to be part of the school programming, failing to provide an interpreter when

necessary, or not placing a student in a newcomer school. According to Participant C, she has

worked with students who have reported feelings of inclusion after being placed in a newcomer

classroom. She noted that immigrant/refugee students have explained that this is due to the

number of students who come from different countries. She believes another contributing factor

is that when children go to newcomer schools, they are all learning about English and American

culture together. Participant C described language as one of the main barriers for students and

families when trying to access the curriculum. In addition, she noted that cultural differences also

have an impact. For instance, she noted that some teachers who are not aware of acculturation

may think the newcomers “simply do not want to participate in class whereas, the situation may

be completely influenced by something in the student’s schema.”

Although the district offers transportation to newcomer schools, Participant C noted that

she often wonders about the missed advantages to allowing newcomer students to attend their

neighborhood schools. Participant C also expressed frustration when discussing teacher

preparedness. She noted that teachers often do not understand the implications when a child does

not speak the dominate language. She shared that many teachers refer these students for special

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education evaluation. She noted that she sees this occur with general education teachers as well

as teachers who have gone through the ELA-S program and ELD courses. She noted that in some

districts like the one she lives in students are bused much further to schools in other districts if

the neighborhood school cannot meet a student’s specific language instruction needs, despite the

fact that a neighborhood school may only be a few blocks away. At the school level, adjustment

is monitored as children are being evaluated for special education. Participant C believes that

there is room for more education in this area. She stated, “if a child has only been in the country

for a short period of time, it does not mean that they qualify for special education.” Participant C

noted that she wishes she could do more, she stated: “I am able to do what I need to do, but as a

human being I wish that I could do more like finding interpreters, or after school clubs that the

kids could join. I wish I could follow a student their entire educational career but it’s just not the

nature of my job.”

Process, Procedures, & Policies

In terms of the enrollment process, Participant C reported that the first step during

enrollment is determining the student’s eligibility for a newcomer school. This process of

identification includes verifying the student’s level of English language proficiency and

determining whether they live within the designation of a newcomer school. In the event that the

student does not live near a newcomer school the team meets to evaluate all other areas of

performance. Participant C noted that students are given a test called the ACCESS. This test is

required before a student is considered for enrollment in a newcomer school.

Participant C also highlighted the need to include families in this enrollment process. She

reported that she commonly informs parents of their role in ensuring that their son/daughter’s

needs are met. Participant C explained that newcomer schools are generally the best placement

for these students because “this is the setting where they will receive the most supports.” She

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explained that in these schools they have specific classes where the children are learning a lot of

their English in their ELD classes. Students are also integrated into other classes. For example, if

a child does not understand the content being taught, they have the option to bring the work back

to their ELD teacher for English instruction and support.

According to Participant C, although the most ELD teachers are not fluent in other

languages, they are trained to use English language best practices that support in the

development of English. Some of their techniques involve the use of visuals and visual cues to

support the learning. She reported that “the best part is that the kids feel like they are all in the

same boat, so they get along, they know they are not alone the entire class is there for the exact

same reason.” One child stated, “this is great because I don't feel like I am the only one that is

trying to learn English and I am not the only one coming from a different country.” Participant C

reflects, “It was really great to hear him say that.” Participant C has found that teachers at

newcomer schools generally receive more training. In addition, they generally consult with

different teams to gather more resources when working with newcomer students.

Celebrations – Reported successes or suggestions for integration processes

Participant C reported family engagement as a supportive element in integration. She

reported that families tend to gravitate to areas where there are other families from the same tribe

or community. Often times this is not possible, so Participant C recommends that families

connect with a family liaison. Participant C noted that she facilitates the initial meeting to ensure

that the meeting happens. She noted that the benefit of using a family liaison is to connect with

churches and community groups. In her experience, some of these groups and liaisons have

weekly dinners where they invite all families from that community so that they can eat together

and share stories. She has also had experience with the liaison visiting and supporting the family

throughout the move and visiting the student(s) in school.

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Mental Health Implications

Regarding mental health implications, Participant C shared a story about a student who

arrived in the United States with a traumatic background. According to Participant C, after a few

days at school the student began acting out and exhibiting major behavior outbursts. After

consulting with the psychologist and social worker a decision was made to identify the reason for

the behavior which led to a better understanding of the child’s experience with trauma.

Additionally, it became clear that the child had not had much experience with school.

Participant C notes that the communication between disciplines turned out to be one of the best

ways to meet the child’s needs. Following multiple meetings to address the students’ needs the

student it was determined that the student would benefit from therapy, Spanish instruction and

Spanish intervention. She reported, “it took a lot of communication between the principal, the

SLP, the school psychologist.” She reported that the student was not adapting well to the new

culture.

Participant D

Participant D has been working with her current resettlement agency for two years, but

she has been working with the refugee population in non-profit organizations for more than five

years. She made the switch to work solely with immigrant, refugees after hearing reports about

the population on the news. She noted that her experience has been humbling. She stated, “I feel

like people who live outside of the United States are so much more hospitable; when I go into

these client’s homes to deliver or pick-up or something, they don't know me, and they don't

speak the language, but they offer me food and tea and they want me to sit down.” “It makes me

realize how warm and welcoming, and how quickly our clients want to turn around and help

someone else.” Participant D’s office serves over 350 people from as many as 13 countries. She

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reported that she has worked with clients from Somalia, Syria, Iraq, Afghanistan, Congo,

Burmese, Bhutan, AirTran arrivals. In her role, she oversees the family mentorship program.

Barriers to Integration, Adaptation, Success

According to Participant D within her role working with families and schools she has

noticed barriers relating to understanding cultural nuances. She provided an example of a

Thanksgiving event in which clients were concerned about whether the Turkey was halal3.

Participant D admits that she made sure to plan for pork-free meat products but was unaware of

other practices that should be preserved. She reported, “I just thought, no pork products so we’re

doing good.” Since then, Participant D has learned that there are so many things that you do not

naturally think about. Some of these things are addressed by the Family Stabilization program

offered by her organization. Through this program clients are assigned to a coordinator who is an

on-site social worker. As the coordinator is tasked to go into schools and talk ways in which

schools can better serve refugee youth. She also addresses the mental health impact that one

might experience when someone is forced to flee their home country. She speaks about the

impact of displacement, through resettlement and what that looks like for kids.

The agency also offers a training session for teachers which covers a broad refugee 101

introduction course. During this training session they invite community organization such as

mental health organizations that work with schools to talk about their work serving refugee

youth. Participant D noted that one of the mental health community partners talked about triggers

and things that schools can do to support their kids. Specifically, when working with adolescents

who have experienced trauma or may be triggered like during a fire drill planning ahead is best

so that the student is aware that it is going to happen. The agency encourages including

classroom helpers and ambassadors during this process. Participant D noted, “just talking about 3 Halal refers to any action or behavior that is permissible in Islam, including what types of meat and methods of preparation are acceptable

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those kinds of things that we don't naturally think about, and I feel like districts are always

receptive about how they can better serve their kids.” Finally, Participant D noted that the

overall goal of her team is to help clients get the community support they need. She noted that

for some families this may mean connecting them with ethnic or religious community, others

may just want to connect with their neighborhood community. Participant D stated: “So it really

just varies and from what I have seen and observed it is really more of a personal choice and so

we kind of just facilitate whatever connections they feel may be helpful.”

Process, Procedures, & Policies

Once a family has gone through the required security, biometric screenings, interviews,

and reviews of documentation and approved to come to the United States, they are reassigned to

one of nine national resettlement agencies. Participant D is then notified that a family will be

coming into one of the Denver/Metro offices. Her role involves interpreting the family’s

biometric information including the number of children, their ages, and getting a general idea of

how her agency will serve them. Upon arrival the family is picked up by their case worker. From

there, the case worker conducts a full day of intake with clients at their office. During the intake

Participant D provides information regarding services that are available to them.

Participant D explained that her team helps to get everyone enrolled in school, open bank

accounts, social security cards, find jobs, enroll in cultural orientation programs, and all those

very basic needs. The cultural orientation program is offered through her agency, she stated that

it is “basically like a 40 fact course where they talk about everything from U.S. customs and

laws, and recently they had talked about Halloween, so that clients were not surprised to see

people dressed up in costume, going door to door asking for candy, just kind of preparing people

for all those things you would have taken the time to learn about if you plan to pick up you live

and move across the globe.”

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Participant D explained that her agency often prepares their clients for U.S. cultural

holiday traditions that may trigger trauma, such as the Fourth of July. They also offer

information to support families with their new roles and responsibilities such as: making

maintenance requests on an apartment, rules and regulations about how old can children be to be

left alone, job readiness for clients where we talk about going to work in the U.S. workforce,

helping clients decide how the experience they are bringing with them will align with career

opportunities here in the U.S., practicing for interviews, and resume development.

Participant D reported that clients receive the most support from her organization during

their first 90 days. From there, clients with lower barriers start to get established and the support

tapers off, while other clients might need more on-going services. Ultimately when families

arrive, they are given legal status, so the agencies cannot obligate anyone to participate in

additional programing. Participant D noted that some family’s resettle in other states upon arrival

in order to be closer to extended family members. As an organization, the agency conducts

regular home visits at 24 hours, 30 day, and 90 days. The agency continues to serve any clients

who come into the office for support. When children are first enrolled in schools the agency is

very involved in this process within the first year. Year two involves helping parents navigate re-

enrollment for the first time. Participant D’s agency has a school enrollment volunteer, who

offers case management to families during the enrollment process. Her services include helping

parents understand the paperwork, navigating parent/teacher conferences, and helping parents

understand how to navigate the school system and how to best support their children.

Celebrations – Reported successes or suggestions for integration processes

Participant D works very closely with her case management team and volunteers who

work with clients and schools. She noted that to-date they have had good experiences working

with schools. She expressed that there are two school districts that have offered the best support

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and worked well with meeting the client’s needs. She also noted that one of the districts has a

large immigrant, refugee population, so they have incorporated “great newcomer programs.” She

reported that the schools who they work the best with offer “welcoming programs” and a

seamless and easy enrollment process. On the other hand, she noted that there are some districts

that don't understand their responsibilities so there is a little bit more education needed. For some

of the schools who are new to the refugee community Participant D’s agency works very closely

with to help them understand newcomer children, offer their services as a resource, and facilitate

conversations about cultural support. Some of the conversations include: better labeling of foods

at lunch time and accommodation planning. She noted that they have seen a positive response

from community partners and schools. Based on recent feedback, she has seen more schools

adopting new programming for immigrant, refugee students.

According to Participant D, her clients appear to have successfully adjusted when they

begin meeting their neighbors, getting a chance to get out in their community, exploring, feeling

like they belong, and like they are a part of their community. The agency offers a mentorship

program in which volunteers work with each family or individual for six months, 2-4 hours every

week. During this time, they serve a first friend or as a cultural ambassador. In this role, they

offer a safe place to ask questions, or practice English. Participant D explains that some of the

family mentors help clients with tasks that are as basic as finding ethnic grocery stores or

understanding how to shop the sales at a grocery store. Conversely, families that appear to be

integrating at a faster pace, may benefit from more targeted activities such as: trips to the

mountains, museum, or simply walking around their neighborhood. Participant D reported “I feel

like the mentorship program offers clients a connection to the broader community.” Participant D

referenced the State of Colorado’s refugee service program which conducted a five-year study,

called the RISE report in which they found that refugees who interact with their host community

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have better, long-term integration. Suggesting that the more people can get out into the

community and create that social bridging, there is a better projected outcome of long-term

success with those interactions. Refugees can receive services for up to five years after they

arrive. Participant D reported this as a benefit, because newcomers receive more long-term

integration services and job upgrades that help them beyond the initial adjustment timeframe.

Mental Health Implications

Family stabilization services are offered to families who might be encountering greater

barriers or higher levels of mental health issues. These families are referred to community

services and to the agency’s psycho-social support program. This program provides low-level

mental health intervention through group curriculum. The goal of the group is to teach a skill and

create community as people sit in a room together and can talk about the difficulties adjusting to

life in the U.S. The agency also offers community gardening, restorative yoga, and breathing

techniques, generally providing programs that combine that skill with the mental health support

that people need. Participant D stated that her agency has recognized the number of their clients

who come with trauma, so the goal is to try and meet them where they are and help them to

progress and thrive in the United States. She reported that they also offer youth services where

they help to connect refugee’s youth with summer camp opportunities, after school opportunities,

or other community programs engagement throughout the resettlement process.

Participant E

Participant E is a Family Literacy Lead teacher. She has worked with her agency in this

role for 5.5 years. Participant E has worked with participants from: Mexico, Myanmar, Iraq,

Guatemala, Somalia, El Salvador, Ethiopia, Bhutan, Colombia, Puerto Rico, Dominican

Republic, Honduras, Togo, China, South Korea, Indonesia, Palestine, Lebanon. Participant E

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works for an organization that provides English as a Second Language (ESL), GED preparation,

and Special programs for College and Workplace transition.

In Participant E ’s role, she is housed in an Elementary school located in a

demographically diverse school in one of the Colorado districts, providing ESL, family literacy

and family engagement programs to immigrant, refugee families. The Family Literacy program

is offered to parents/adult family members who have kids in the school. Parents are required to

come at least 4 times a week (2.5 hours/day)—3 days are dedicated to learning English, 1 day is

“Parent Time”, a time to learn about the school, how to help their children achieve academically.

The remaining time can be used to access community resources, other services that are designed

to support immigrant parents. Parents are also required to spend 1/hour week in their child’s

classroom working with him/her. The literacy program is being piloted with the hope that the

services will be available at a few schools within each Colorado district.

Barriers to Integration, Adaptation, Success

In terms of parents, Participant E has seen adjust more quickly the more they get

involved—through employment, making friends, getting involved in community groups, etc.

Within the family literacy program, she believes that parents are becoming more confident

working with their kids and with the school. She noted that teachers report that “kids are working

harder because their parents are in the building, and parents are better able to help their kids with

homework.” Participant E reported that parent involvement has significantly increased in the

area of academic participation. “Every Tuesday for the last year homework has been opened up

after school to provide with those supports.” The Family Literacy Program weighs a strong

emphasis on parent engagement at school and helping parents get more involved in the school

community. Some of the features of the school engagement include:

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• weekly hour of PACT Time (“Parent and Child Together Time”) parents spend in

their child’s class

• 20 hours of parent volunteering over the course of the school year, which is meant to

further push them to become in involved in the school community

• Parents are strongly encouraged to attend school events and parent meetings (like

PTCO and PASS) and give them volunteer time for doing so

• Administrators and teachers are invited to come speak with the parents about the

school and ways parents can support their children (i.e. how to help kids with math

and reading homework)

• Participant E maintains a calendar that includes school events as well as free/low-cost

community events (like free days at the museums).

Participant E reported language as being one of the most challenging factors in integration.

She stated, “English is so hard” as a comment that is frequently reported by parents and children.

She has noticed that many families in the program have increased self-consciousness and self-

doubt contributing to their fear of speaking the language. Parents report that they are afraid that

people will make fun of them. For this reason, her goal is to create a safe environment for

families to learn and make mistakes without judgement.

Process, Procedures, & Policies

Participant E reported that families who have begun isolating themselves within their

own cultural group, may result in limited acculturative experiences. She explains that families

often resort to this response as a result of their fear/self-consciousness about speaking English

and getting involved in an unfamiliar system (school system, etc). In her experience, additional

factors which limit access to the general education curriculum are primarily related to language

barriers when families are unable to communicate with people at school.

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Participant E has not noticed significant differences between participants who have

varying levels of education. With regard to people with very low levels of education (and some

with NO education), the process of learning English is much slower. Participant E reported

parents’ educational level as another existing factor that impacts cultural integration. She

reported, “although it may be self-evident, parents with a higher educational level in their own

countries generally seem to learn English faster, are better able to navigate the new systems, can

better help their children with homework, are qualified for more jobs, and probably just have

more confidence in getting out there into the community.”

Celebrations – Reported successes or suggestions for integration processes

The Family Literacy program is only offered to parents and grandparents of children who

attend the school, so a significant amount of Participant E ’s job is to recruit participants. In

order to recruit participants, Participant E uses handouts and flyers, she attends kindergarten

orientation and other school functions. During the first few months of the year, flyers are sent out

to all families who are referred by teachers as possible applicants. Participant E noted that her

job requires good communication and relationships with teachers who make the referrals. She

also explained that she frequently works with ELD teachers to identify families. With regard to

program success, she noted: “We measure participants’ growth in English acquisition through

the CASAS life skills reading test (and TABE language for our highest students); we (and CDE)

also consider gaining employment and moving on to other educational/training opportunities to

be positive outcomes.”

She also reported having a positive experience in terms of teacher preparedness. She

reported that teachers have a welcoming, open-minded disposition, especially ELS teachers who

she co-teaches with. Participant E noted that, “it can be interesting that teachers don’t know

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much about the countries and can’t recognize the languages.” For instance, some teachers do not

recognize that Bhutan and Myanmar are very different countries, and also far from each other.

Mental Health Implications

Participant E did not discuss any information to support the theme Mental Health

Implications.

Participant F

Participant F is an English Language Specialist. She works for a large school district

located in the Denver/Metro area. Her role involves working with students and families who

have limited English language proficiency. As an ELS teacher, she also works very closely with

classroom teachers. In fact, classes are often co-taught meaning that she provides support

working alongside the general education teacher.

Barriers to Integration, Adaptation, Success

According to Participant F, many teachers she has worked with have implicit biases and

are still “colorblind.” She noted that when she thinks about acculturation, she believes that “there

is still a lot of progress that can be made.” She further explained that when she thinks about

individual level and systemic changes, there needs to be more education about the immigrant,

refugee community. As an English Language Learners (ELL)specialist, Participant F believes

that integration success is dependent on the amount and type of access children receive. She

noted that newcomers who she works with may not speak any English, so her job is to help

general education teachers understand what it means to be and English language learner. In her

experience, she has noticed there is a misconception that if a newcomer speaks English they will

be fine keeping with the demands of the classroom. Participant F stated that this is when she has

to step in and say, “no, what you are seeing is a social language, but when it comes to academic

language it is very difficult and we need to continue to provide them access.”

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In terms of access, Participant F noted that there is a need to make sure the students are

offered a lot of initial support. She has found that using visuals and creating centers help in

understanding where they are linguistically. Participant F provided an example, “If students are

coming in, they are at level 1, meaning that they may need to acquire basic lower level words

like bathroom, friends, help.” Her goal is to teach social words first so that they can self-

advocate and ask for help when needed. So, the goal is to build social language and gradually

include academic language. She noted that this system helps with engagement.

Process, Procedures, & Policies

Participant F explains that in the “ELS” world teachers have learning and activity days

that are designated for program development and looking at language. She noted that this is not

necessarily the same at each individual grade level and she wonders what is being done to

support EL students/newcomers. She believes that EL’s should be pushed continually because

every day is a learning experience and the primary goal should be that they can exit out of

programs. Participant F expressed some frustration with the current process she stated, “I wish I

had the time to be able to attend each grade levels learning meeting to advocate and remind the

team not to forget about the EL’s, and newcomers.”

Presently, Participant F is creating newcomer packets that will be distributed to new

families. At the district level, she is working with the district office to create a systematic

protocol that can be used when working with families and agencies as they are enrolled in the

district. In addition to working with district interpreters and cultural liaisons to ensure that her

packet meets all standards. Participant F believes that her packets will act as a support for

teachers as well.

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Celebrations – Reported successes or suggestions for integration processes

Participant F describes having made great strides towards success in terms of equity

practices as a district. She noted that her district has a team focused primarily on providing

equity to all students and staff. This office is in charge of looking at race and its impact on

students of color. As a district, student status is not discussed or disclosed, meaning that students

and families do not have to prove citizenship in order to attend. This policy is built in as a way to

protect children and their families. On the other hand, Participant F noted that this can make it

difficult to reach out to families and discuss services that are needed.

Mental Health Implications

Participant F did not discuss any information to support the theme Mental Health

Implications.

Trustworthiness, Credibility and Reliability

The researcher endeavored to maintain the integrity and credibility of the research in

terms of participant responses and findings regardless of their support of the researcher’s

hypothesis. It is the intent of this study to further understand the process of acculturation for

school-age children and the relationship between community volunteer agencies and the school

districts. Specifically, the researcher is interested in understanding the collaboration process that

takes place between agencies and organization, including schools who work with the immigrant,

refugee population. Due to the limited participant pool using a random sampling method was not

used, as it would further reduce the number of participants available for the study. Instead, the

researcher has elected to select participants who meet preliminary requirements, as previously

discussed. It is the intent of the researcher that allowing for a Finally, detailed field notes will

serve as the researcher’s effort to document recognized biases and assumptions.

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In order to maintain reliability, participants were interviewed using the same interview

protocol. Smith (2007), argues that there is reliability when the same format is used to interview

each respondent. However, within a semi-structured interview the initial protocol questions act

only as an initial guide to the interview questions. As such, when participant responses, each

case may look somewhat different from the next depending on the direction that the interview

took. Frequent review and consultation occurred with advisors and peers during the research

process. When necessary, follow-up communication occurred between the researcher and the

participants in order to ensure accuracy and full understanding of responses. Participants were

encouraged to review transcribed data and provide feedback to the examiner if needed.

Themes Across Cases

Identified themes were grouped into 4 categories: 1) Barriers to integration, adaptation,

and success; 2) Process, procedures, and policies that contribute to the successful integration of

school age children and their families; 3) Celebrations or reported suggestions for integration

processes; 4) mental health implications. The above-mentioned key themes were analyzed to

determine what key informants deemed important factors involved in the process of

acculturation. Participants described the importance of belonging to a community. Emphasis

was placed on maintaining relationships between the agencies that work with students and their

families, as well as increasing language and increasing access to social and mental health

networks and systems.

Building Strong Relationships

Participants indicated that introducing refugee families to community members can be

beneficial when establishing relationships and creating a sense of belonging. Participants shared

that establishing relationships within the school community is equally as important at an

individual and group level. Several participants shared experiences where students reported

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feeling supported when introduced to a group of people who have some similarity to them (i.e.

language or situation). Another participant shared about the apprehension expressed by families

when they are faced with communicating with school personnel.

Creating Streamlined Processes and Procedures

Participants shared about the varying requirements when enrolling students in school.

One participant noted that families often do not have access to computers or smart phones, thus

making the process of reviewing progress of their students records difficult. Another participant

explained that some families come with very little educational training and as such require more

support when learning about the United States education system.

Additionally, participants shared about the inequity in the acceptance of students coming

from countries having limited access to education. These students are often underprepared to

attend classes at the secondary level and the older students may be missing credits needed to

graduate according to the United States education model and Colorado’s specific guidelines for

graduation requirements in the traditional K-12 setting.

Professional Development

Participants agreed that additional education and training is needed to support school

personnel in their understanding and skills involved in working with the immigrant refugee

population. Some participants commented on food considerations such as including clear labels

with words and pictures that explain ingredients contained in food. One participant shared about

a training offered by her organization that includes community partners and providers detailed

information about trauma and responsible proactive measure when working with students who

have experienced trauma. This led to a discussion about the importance of provided training in

trauma informed care when working with students and families.

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Peer Leaders or Community Mentors

Participants described success stories related to connecting newcomers with community

liaisons, partners, and mentors. These interactions were described as the first friendships for the

family and children. At a school level, participants explained students feeling empowered when

introduced to 2-3 people who they could identify and interact with socially.

Continued and Repeated Opportunity to Engage with the Local Community

Participants agreed that newcomers benefit from continually interacting with their local

community at a level that feels best. One participant shared that her agency offers a family

mentor who takes families to the mountains, museums and around the city. While other

newcomers are just comfortable meeting their neighbors.

Language and Academic Support

Many participants described language as one of the greatest barriers to integration. One

participant voiced this addressing the impact on a student’s access to learning when they do not

understand English. Additionally, there is a great impact placed on the families when they cannot

attain or maintain employment because of limited language proficiency. This is equally

challenging when newcomers are unfamiliar with road signs, bus schedules, and traffic rules.

Another participant reported the discrepancy between school programs such as access to

English language support services, tutoring, and New American schools. Students in some

districts are bused several minutes to hours away as a way to receive appropriate programming.

Resettlement agency participants reported offering many supplemental courses such as tutoring

services, and service-learning groups. These programs offer newcomers opportunities to connect

with other children and learn about their environment in a safe way. It was also highlighted that

many programs offer dinner with the children, which builds rapport.

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Mental Health Education and Services

Several participants noted concerns relating to trauma and other mental health concerns.

Based on the comments it appears there are several cultural barriers and taboos which interfere

with treatment and discussion around these topics. Participants shared that newcomers

experiencing trauma often struggle academically and behaviorally which is occasionally

incorrectly identified as defiance rather than trauma. Some participants noted the benefits of

including a mental health professional on the team and having honest discussions about mental

health.

Family Engagement Support

Several participants discussed family engagement programs that encourage the

participation of families in their children’s lives. These services often involve supporting parents

and caregivers while emphasizing the need for parents to engage with their children. One

participant described a program in which parents receive English acquisition services in

exchange for required time spent in the classroom and in the school with their child. These

programs appear to have unparalleled benefits.

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CHAPTER IV DISCUSSION

The main goal of the study was to investigate the programs and procedures available to

immigrant, refugee students that promote acculturation. There is a gap in the existing literature

regarding the voices of school age children as they navigate their way through the U.S.

educational and social systems. A qualitative case study framework was used to explore these

experiences and design the study. This qualitative study offered an exploration of the immigrant,

refugee experiences through the perspective of 6 key informants who work with the newcomer

population. The participants of this study responded to questions about perceived hinderances to

acculturation that restrict and limit school-age children from successfully integrating into their

host community. The respondents voiced similar challenges noted by refugee/ children and their

families which include programs, services, financial constraints, trauma, and interrupted

education as barriers to acculturation. Participants also reported success stories of acculturation,

including peer mentor relationships, contact with cultural liaisons, support services for families,

training for teachers, and flexible enrollment processes. Interviews with informants, aided in an

understanding of the experiences felt by immigrant, refugee school-age children. The resulting

outcomes from the study describe optimal components involved in facilitating successful

integration procedures for school age newcomers and their families. For example, ensuring that

enrollment processes are streamlined and structured in order to gather information needed to

enroll children in schools and offering programs and procedures that take into consideration

interrupted education and trauma when considering programming for newcomer children.

Finally, family engagement was noted by all participants as a significant factor in successful

acculturation.

In addition, it is the researchers understanding that there is limited research investigating

the relationship between agency, school, and community disciplines that work with the

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immigrant, refugee population. Although the common interest shared by all stakeholders is clear,

there appear to be significant deficits in the way in which these units communicate and work

together.

Furthermore, this study sought to better understand acculturation as it is experienced by

school-age newcomer children living in the Denver/Metro area. In this study, agency and school

spokespersons were interviewed to provide their perspective on the lived experiences of

newcomer children during their first five years of resettlement. Throughout the interviews, many

common themes emerged, including: community and family relationships, processes and

procedures, professional development, peer relationships. mental health, and family engagement.

Findings from the research were significant, as many participants reported barriers to integration

including, isolation, incidents of bullying, language limitations, inadequate training for

educators’, stigmas surrounding mental health services, low graduation rates and socioeconomic

challenges. Collectively, these themes indicate that there is a strong need for newcomer children

to establish deeper connections with their host community at the school and local level. Based on

the results, it is evident that continued work in understanding this population is warranted. The

purpose of this study is to guide future programs and systems.

Limitations of the Study and Recommendations for Future Research

While this investigation involved the participation of key informants, the shared

experiences were those of informants working with the newcomer population rather than

experiences of the newcomers themselves. The study involved perceptions of immigrant

experiences gathered from agency spokespersons. These spokespersons offer a second-hand

view of the immigrants lived experiences. As such, it is understood that the information gathered

may offer an objective perspective of immigrant experiences, as they will be shared by a second

party. Future researchers should attempt to interview those with personal experiences.

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In addition, the study is limited to gathering data regarding the experiences of school-age

children. As much of the research has indicated the significant role that home-school

partnerships play in cultural integration, it may be beneficial for further researchers to obtain

data discussing the shared experiences of children and their families.

Additionally, the data collection was limited to only 6 organizations, that were located in

only one metro area. In essence, the research was conducted with a convenience sample of

agencies located within relatively close proximity to the researcher. In future research, expanding

the target area to other metropolitan areas should be considered. A less restricted analysis would

allow for a comparison of differences in responses seen in varying demographic areas.

The qualitative study provided a foundational understanding of the lived experiences of

immigrant, refugee school-age children specifically as their experiences are shaped by

relationships, social, and academic interactions in the first five years of resettlement. This study

sought to better understand the programs and services offered by districts and agencies that

support in acculturation. As future researchers continue to investigate this topic it will be helpful

to explore the number of programs and services that are utilized as reported by the immigrant,

refugee population.

Furthermore, several participants discussed the limitations of their job and desires to

support newcomers in more direct ways. Future researchers may consider investigating job

satisfaction, burnout rates, and future training alternatives. Results from the interviews also

brought about interest in following one student over the course of his academic career. Future

researchers may want to consider a longitudinal study that investigates this possibility.

Additionally, further research in the areas of family engagement is warranted. According

to the research, it is encouraged that parent involvement begin in the early academic K-6 years

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prior to middle or high school. According to Goldenberg, Gallimore, Reese, & Garnier (2001),

educational aspirations and patterns of achievement have been shaped in these years.

Implications for School Psychology Practice

As previously mentioned, the number of school-age immigrant/refugee children in

schools has grown substantially. These families are diverse by way of their nationality, religion,

level of education and acculturation. With this change in the school population so is the need to

meet the level of diversity with and increased awareness of working with culturally and

linguistically diverse students. Several participants of this study noted that there is a deficit in the

support that is offered to students at the school level. Findings from the research suggest that this

discrepancy is related to limited training in the areas of equitable special education identification,

trauma informed practice, personal biases-self-awareness, and psychoeducational support. Based

on the results, it is clear that there is an increasing need for mental health support in schools.

The work of a school psychologist is greatly dependent on intervention, assessment, and

prevention strategies. According to the research, it is clear that school age immigrant/refugee

children are impacted by a number of challenges that effect their ability to integrate into the host

culture, both socially and academically. Based on the findings of this study, participants

indicated that school-age immigrant/refugee children often experience difficulties in the areas of

mental health, academic readiness, limited language proficiency, and social emotional skill

development to name a few. With that said, following factors may help to improve work with

this population.

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Culturally Competent Practice

School Psychologists are held to a code of conduct by the National Association of School

Psychologists (NASP) and American Psychological Association (APA). This ethical code

encourages: engagement in culturally competent practice, advocacy for policies and practices

that are inclusive to all children, and cultivation of positive school climates (NASP, 2012).

School Psychologists can establish positive school-wide and classroom interventions that foster a

culture that is welcoming to all students, including newcomers. These interventions comprised of

targeted and individualized supports may address bullying, cultural stigmas, and having open

dialogues to discuss cultural differences.

Encouraging Systems Change

According to the aforementioned code of conduct, school psychologists are reminded to

advocate for students at the school, district, state, and national levels. At the school level, school

psychologists can improve the experiences of newcomer children through education of the

school community as a whole. School Psychologists can provide professional development

opportunities that address sensitive topics such as immigration, stigmas, mental health, and

trauma. Several respondents reported that teachers were not fully equipped to work with students

having high levels of trauma. School Psychologists can use data to promote system-wide change,

inform instructional practices and increase an understanding of how to effectively work with the

refugee population.

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APPENDIX A

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*Survey was adapted from Rachel Verbeek’s Cultural Orientation of Refugees, (2008) survey.

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APPENDIX B

Research Interview Protocol

SERVICE PROVIDER INTERVIEW Agency # ______________

Name of Agency _______________________________________________________

Name of Respondent __________________________________________________

Position/Title __________________________________________________________

1. What is your role in the resettlement process and how long have you worked with the

refugee/immigrant population?

2. What are the countries of the participants you have worked with?

3. What types of services does your agency/school provide that address the acculturation

process of “newcomers” into the community? Community is defined as Denver, Aurora,

or the school age child’s school setting. How are these services delivered?

4. What is the process when a newcomer is enrolled in school? Does the process vary by

level (e.g. elementary, middle school, high school)?

5. Is there a tracking system used to monitor acculturation/integration programs/services? If

so, what is it?

6. What do you perceive as characteristics that are associated with successful adjustment

into the school/local community for newcomer children?

7. How does your organization (school/resettlement agency) encourage family engagement

during this transition?

8. What do you perceive as a hindrance to successful acculturation for a school age child

and their families?

9. Please discuss factors that limit access to the general education curriculum (social and

academic)

10. What is the agency to school relationship? Are there any challenges with this process?

11. In what ways have you found teachers to be prepared to work with this population?

12. What challenges are reported by newcomers in defining their new/current identity?

13. Would you be interested in participating in a follow-up interview if necessary.

_______yes _______no

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APPENDIX C

CONCEPTUAL AND OPERATIONAL DEFINITIONS

The following definitions were used during the course of this research study:

Acculturation: Refers to the process of adopting the cultural traits or social patterns of another

group.

Assimilation: Refers to the process of taking in and fully understanding information or ideas.

Asylee: Refers to a person who is seeking or has been granted political asylum.

Cultural Integration: Refers to a form of cultural exchange in which one group assumes the

beliefs, practices and rituals of another group without sacrificing the characteristics of its

own culture.

Bi-cultural: having or combining the cultural attitudes and customs of two nations, peoples, or

ethnic groups.

English Language Acquisition Program: refers to a program of instruction designed to help

eligible individuals who are English language learners achieve competence in reading, writing,

speaking, and comprehension of the English language; and that leads to attainment of the

secondary school diploma or its recognized equivalent; and transition to postsecondary education

and training; or employment.

English Language Learner (ELL): Refers to students who are unable to communicate fluently or

learn effectively in English, who often come from non-English-speaking homes and

backgrounds, and who typically require specialized or modified instruction in both the

English language and in their academic courses.

Immigrant: Refers to a person who comes to live permanently in a foreign country.

Integration: Incorporation as equals into society or an organization of individuals of different

groups (such as races)

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Newcomer: Refers to a person or thing that has recently arrived in a place or joined a group.

Refugee: Refers to a person who has been forced to leave their country in order to escape war,

persecution, or natural disaster.

Resettlement Agencies: Refers to an agency that have cooperative agreements with the

Department of State to provide reception and placement services to newly arrived refugees in the

U.S.