Accessing Educational Resources and Support: Newcomer Refugee Mothers’ Challenges and Resilience during the COVID-19 Pandemic

Saliha Al; Mehtap Akay

doi:10.29333/ejecs/2242

Authors

Saliha Al University of Rochester https://orcid.org/0009-0008-9077-2579
Mehtap Akay https://orcid.org/0000-0003-1227-0908

DOI:

https://doi.org/10.29333/ejecs/2242

Keywords:

cultural community wealth, educational equity, parental involvement, refugee families, resilience, newcomer refugee mothers

Abstract

The COVID-19 pandemic challenged many students and their families to adapt to new ways of learning and to find support for their educational needs. This study explores newcomer Turkish mothers’ perspectives on accessing educational resources and support. It addresses educational inequities and highlights inclusive practices building on the cultural wealth that newcomer refugee students and parents possess. With seven newcomer Turkish mothers from refugee backgrounds from the Northeast, Northwest, and West Coast of the U.S., qualitative findings indicated that despite the variety of resources provided to all families and students, the need for tailored support and resources for newcomer refugee parents was often overlooked. As a sustainable practice, we analyzed the findings through the lens of Yosso’s (2005) Cultural Community Wealth theory, which reveals that newcomer refugee mothers bring multiple capitals, including linguistic and resistance, social and familial, and navigational and aspirational. This study offers insights to formulate comprehensive strategies to sustain equity in accessing resources and support for newcomer refugee mothers by stressing the importance of schools reaching out to the families, addressing socialization needs in learning designs, and involving parents and children in the school community for a smoother transition and integration. Underscoring the critical need for sustaining educational equity for newcomer refugee families during and after the pandemic, this study offers implications for school policy and practices.

Downloads

Download data is not yet available.

Author Biographies

Saliha Al, University of Rochester

Saliha Al is a dedicated teacher educator and doctoral candidate in Teaching and Curriculum at the University of Rochester. Her research advances inclusive teacher preparation through a critical multicultural approach, emphasizing equity-driven science and mathematics instruction and inclusive practices for immigrant students in U.S. schools. She is also deeply engaged in transforming urban schools through innovative university-community-school partnerships. Saliha is part of the NSF-funded MSAMP Project and serves as Chair of the Academic Excellence Committee at Rochester Academy Charter School. Additionally, she represents graduate students as part of AERA’s Multicultural/Multiethnic SIG.

Mehtap Akay

Mehtap Akay is an education professional with over 15 years of experience supporting refugee, immigrant, and multilingual populations, with roles including EFL/ESL teacher, teacher trainer/educator, faculty member, and researcher in K-16 educational settings across continents. Currently, she oversees education programs, developing curricula, training, and resources for educators and newcomer families in refugee resettlement agencies. Her research interests include immigrant/refugee education, multilingual learners, trauma-informed practices, teacher education, and intersectionality. Her work on trauma, refugees, and teacher education received the Paula Silver Award (2022). She holds a Ph.D. in Teacher Education and Development from Montclair State University.

References

Adams, G., & Todd, M. (2020). Meeting the school-age child care needs of working parents facing COVID-19 distance learning: Policy options to consider. Urban Institute. https://tinyurl.com/2x2n2r7y

Akay, M., & Al, S. (2023, April 13-16). Equitable access to educational resources and support during the COVID-19 pandemic: Political refugee parents’ perspective [Roundtable Session]. American Educational Research Association Annual Meeting, Chicago, United States. https://tinyurl.com/5yvt2pcw DOI: https://doi.org/10.3102/IP.23.2013174

Akay, M., & Jaffe-Walter, R. (2021). Excavating the layers of trauma in homelands and hostlands: Supporting political refugees in U.S. schools. Journal of Cases in Educational Leadership, 24(4), 47-59. https://doi.org/10.1177/1555458921997517 DOI: https://doi.org/10.1177/1555458921997517

Avincan, K., Aydin, H., & Ersoy, E. (2023). 'Us vs. Them': Stigma, discrimination, social exclusion and human rights violations in Erdoğan’s Turkey. Journal of Contemporary European Studies, 31(4), 1323-1342. doi.org/10.1080/14782804.2023.2193876 DOI: https://doi.org/10.1080/14782804.2023.2193876

Azim, K. A., & Salem, W. M. (2022). The liminality of multinational Muslim motherscholaring during COVID-19: A feminist collaborative autoethnography. Peabody Journal of Education, 97(2), 132-147. doi:10.1080/0161956X.2022.2054634 DOI: https://doi.org/10.1080/0161956X.2022.2054634

Barker, M. (2021). Social integration in social isolation: Newcomers' integration during the COVID‐19 pandemic. New Horizons in Adult Education and Human Resource Development, 33(2), 34-45. https://doi.org/10.1002/nha3.20313 DOI: https://doi.org/10.1002/nha3.20313

Bartlett, J. D., Griffin, J., & Thomson, D. (2020). Resources for supporting children’s emotional well-being during the COVID-19 pandemic. Child Trends. https://www.childtrends.org/publications/resources-for-supporting-childrens-emotional-well-being-during-the-covid-19-pandemic

Boit, R., Conlin, D., Barnes, A. C., & Hestenes, L. (2021). Supporting refugee preschooler’s early learning: Combined capitals and strengths of refugee families, an agency, and a community preschool program. Journal of Immigrant & Refugee Studies, 19(2), 199-212. https://doi.org/10.1080/15562948.2020.1795775 DOI: https://doi.org/10.1080/15562948.2020.1795775

Bourdieu, P., & Passeron, J. (1977). Reproduction in education, society and culture. Sage.

Bousalis, R. R., Ariza, E. N. W., & Lapp, S. I. (2021). Language, culture, and instruction in the classroom: An exploratory study of educators of refugee students. The International Journal of Diversity in Education, 21(2), 59. doi:10.18848/2327-0020/CGP/v21i02/59-78 DOI: https://doi.org/10.18848/2327-0020/CGP/v21i02/59-78

Cardullo, V., Wang, C. H., Burton, M., & Dong, J. (2021). K-12 teachers’ remote teaching self-efficacy during the pandemic. Journal of Research in Innovative Teaching and Learning, 14(1), 32-45. https://www.emerald.com/insight/content/doi/10.1108/jrit-10-2020-0055/full/html. DOI: https://doi.org/10.1108/JRIT-10-2020-0055

Carhill-Poza, A., & Williams, T. P. (2020). Learning “Anytime, anywhere”? The imperfect alignment of immigrant students’ experiences and school-based technologies in an urban US high school. Comparative Education Review, 64(3), 428-450. https://doi.org/10.1086/709430 DOI: https://doi.org/10.1086/709430

Charmaz, K. (2014). Constructing grounded theory. Sage.

Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Sage.

The Center for Health and Health Care in Schools. (2016b). Building a bridge to understanding and success. http://healthinschools.org/wp-content/uploads/2016/10/PortlandPublicSchoolsBuildingABridge.pdf

de Araújo, L. A., Veloso, C. F., de Campos Souza, M., de Azevedo, J. M. C., & Tarro, G. (2021). The potential impact of the COVID-19 pandemic on child growth and development: A systematic review. Jornal de Pediatria, 97(4), 369-377. Doi: 10.1016/j.jped.2020.08.008. DOI: https://doi.org/10.1016/j.jped.2020.08.008

de Miranda, D. M., da Silva Athanasio, B., de Sena Oliveira, A. C., & Silva, A. C. S. (2020). How is COVID-19 pandemic impacting mental health of children and adolescents?. International Journal of Disaster Risk Reduction, 51, 101-845. doi: 10.1016/j.ijdrr.2020.101845 DOI: https://doi.org/10.1016/j.ijdrr.2020.101845

Drane, C., Vernon, L., & O’Shea, S. (2020). The impact of ‘learning at home’ on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic. National Centre for Student Equity in Higher Education, Curtin University. https://www.ncsehe.edu.au/wpcontent/uploads/2020/04/NCSEHE_V2_Final_literaturereview-learningathome-covid19-final_30042020.pdf

El Arab, R. A., Somerville, J., Abuadas, F. H., Rubinat-Arnaldo, E., & Sagbakken, M. (2023). Health and well-being of refugees, asylum seekers, undocumented migrants, and internally displaced persons under COVID-19: A scoping review. Frontiers in Public Health, 11, 1145002. doi.org/10.3389/fpubh.2023.1145002 DOI: https://doi.org/10.3389/fpubh.2023.1145002

Ettang, D. (2021). Migrant learners in a COVID-19 context: Exploring strategies for school leadership and management. Alternation, 28(1), 137-167. https://doi.org/10.29086/2519-5476/2021/v28n1a6 DOI: https://doi.org/10.29086/2519-5476/2021/v28n1a6

Fegert, J. M., Vitiello, B., Plener, P. L., & Clemens, V. (2020). Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: A narrative review to highlight clinical and research needs in the acute phase and the long return to normality. Child and Adolescent Psychiatry and Mental Health, 14, 1-11. https://doi.org/10.1186/s13034-020-00329-3 DOI: https://doi.org/10.1186/s13034-020-00329-3

Firang, D. (2020). The impact of COVID-19 pandemic on international students in Canada. International Social Work, 63(6), 820-824. https://doi.org/10.1177/0020872820940030 DOI: https://doi.org/10.1177/0020872820940030

Guo, H., & Ercikan, K. (2021). Comparing test‐taking behaviors of English language learners (ELLs) to non‐ELL students: Use of response time in measurement comparability research. ETS Research Report Series, 21(1), 1-15. doi:10.1002/ets2.12340 DOI: https://doi.org/10.1002/ets2.12340

Gurer, C. (2019). Refugee Perspectives on Integration in Germany. American Journal of Qualitative Research, 3(2), 52-70. https://doi.org/10.29333/ajqr/6433 DOI: https://doi.org/10.29333/ajqr/6433

Hamlin, R. (2022). ‘Migrants’?‘Refugees’? Terminology is contested, powerful, and evolving. Migration Policy Institute. https://www.migrationpolicy.org/article/terminology-migrants-refugees-illegal-undocumented-evolving

Housel, D. A. (2020). Supporting the engagement and participation of multicultural, multilingual immigrant families in public education in the United States: Some practical strategies. School Community Journal, 30(2), 185-209. https://eric.ed.gov/?id=EJ1276851

Huck, C., & Zhang, J. (2021). Effects of the COVID-19 pandemic on K-12 education: A systematic literature review. New Waves-Educational Research and Development Journal, 24(1), 53-84. https://eric.ed.gov/?id=EJ1308731

Iachini, A. L., & Childs, T. M. (2021). Resources for families during COVID-19: A content analysis of information provided on school district web sites. Children & Schools, 43(4), 209-214. https://doi.org/10.1093/cs/cdab001 DOI: https://doi.org/10.1093/cs/cdab001

Isik-Ercan, Z. (2018). Rethinking parent involvement: Perspectives of immigrant and refugee parents. Bank Street College of Education. https://educate.bankstreet.edu/cgi/viewcontent.cgi?article=1178&context=occasional-paper-series. DOI: https://doi.org/10.58295/2375-3668.1178

Jung, G., Yim, S. S., & Jang, S. H. (2022, May). When home becomes classroom: The shifting roles of Korean immigrant mothers in the management of children’s education during COVID-19 in the US. Women’s Studies International Forum, 92, 102–598. doi.org/10.1016/j.wsif.2022.102598 DOI: https://doi.org/10.1016/j.wsif.2022.102598

Lazarin, M. (2020). COVID-19 spotlights the inequities facing English learner students, as nonprofit organizations seek to mitigate challenges. Migration Policy Institute. https://www.migrationpolicy.org/news/COVID-19-inequities-english-learner-students

Marshall, C., Rossman, G., & Blanco, G. (2022). Designing qualitative research (7th ed). Sage.

Migliarini, V., & Stinson, C. (2021). A disability critical race theory solidarity approach to transform pedagogy and classroom culture in TESOL. TESOL Quarterly, 55(3), 708–718. https://doi.org/10.1002/tesq.3028 DOI: https://doi.org/10.1002/tesq.3028

Miller, E., Ziaian, T., Baak, M., & de Anstiss, H. (2021). Recognition of refugee students’ cultural wealth and social capital in resettlement. International Journal of Inclusive Education, 28(5), 611-628. https://doi.org/10.1080/13603116.2021.1946723 DOI: https://doi.org/10.1080/13603116.2021.1946723

Molin-Karakoc, L., & Ikola, M. (2019). Learning engagement as a target for interventions: A qualitative study of first-generation migrant adolescents in Finnish secondary education. British Journal of Guidance & Counselling, 47(1), 109–122. https://doi.org/10.1080/03069885.2018.1545995 DOI: https://doi.org/10.1080/03069885.2018.1545995

Ogodo, J. A., Simon, M., Morris, D., & Akubo, M. (2021). Examining K-12 teachers’ digital competency and technology self-efficacy during COVID-19 pandemic. Journal of Higher Education Theory and Practice, 21(11), 13-27. doi:10.33423/jhetp.v21i11.4660 DOI: https://doi.org/10.33423/jhetp.v21i11.4660

Okilwa, N. S., Cordova, A. J., & Haupert, K. (2022). Learning in a new land: School leadership in support of refugee students. Leadership and Policy in Schools, 21(3), 695-717. https://doi.org/10.1080/15700763.2020.1843061 DOI: https://doi.org/10.1080/15700763.2020.1843061

Papa, E. L. (2018). Using photovoice with Cambodian and Guatemalan youth to uncover community cultural wealth and influence policy change. In Shapiro, S., Farrelly, R., & Curry, M. J. (Eds.), Educating refugee-background students: Critical issues and dynamic contexts (p. 159- 176). Multilingual Matters. DOI: https://doi.org/10.2307/jj.22730534.17

Patrick, S. W., Henkhaus, L. E., Zickafoose, J. S., Lovell, K., Halvorson, A., Loch, S., ... & Davis, M. M. (2020). Well-being of parents and children during the COVID-19 pandemic: A national survey. Pediatrics, 146(4). https://doi.org/10.1542/peds.2020-016824 DOI: https://doi.org/10.1542/peds.2020-016824

Popyk, A. (2021). The impact of distance learning on the social practices of schoolchildren during the COVID-19 pandemic: reconstructing values of migrant children in Poland. European Societies, 23(sup1), S530-S544. 10.1080/14616696.2020.1831038 DOI: https://doi.org/10.1080/14616696.2020.1831038

Primdahl, N. L., Borsch, A. S., Verelst, A., Jervelund, S. S., Derluyn, I., & Skovdal, M. (2021). ‘It’s difficult to help when I am not sitting next to them’: How COVID-19 school closures interrupted teachers’ care for newly arrived migrant and refugee learners in Denmark. Vulnerable Children and Youth Studies, 16(1), 75-85. https://doi.org/10.1080/17450128.2020.1829228 DOI: https://doi.org/10.1080/17450128.2020.1829228

Putri, R. S., Purwanto, A., Pramono, R., Asbari, M., Wijayanti, L. M., & Hyun, C. C. (2020). Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia. International Journal of Advanced Science and Technology, 29(5), 4809-4818. https://www.researchgate.net/publication/341194197_Impact_of_the_COVID-19_Pandemic_on_Online_Home_Learning_An_Explorative_Study_of_Primary_Schools_in_Indonesia

Ratini, T. (2019). Refugee. American Journal of Qualitative Research, 3(2), 97-99. https://doi.org/10.29333/ajqr/6432 DOI: https://doi.org/10.29333/ajqr/6432

Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.

Santiago, C. D., Bustos, Y., Jolie, S. A., Flores Toussaint, R., Sosa, S. S., Raviv, T., & Cicchetti, C. (2021). The impact of COVID-19 on immigrant and refugee families: Qualitative perspectives from newcomer students and parents. The School Psychologist, 36(5), 348–357. https://doi.org/10.1037/spq0000448 DOI: https://doi.org/10.1037/spq0000448

Slavin, R. E., & Storey, N. (2020). The US educational response to the COVID-19 pandemic. Best Evid Chin Edu, 5(2), 617-633. https://ssrn.com/abstract=3652585 DOI: https://doi.org/10.15354/bece.20.or027

Solheim, C. A., Ballard, J., Fatiha, N., Dini, Z., Buchanan, G., & Song, S. (2022). Immigrant family financial and relationship stress from the COVID-19 pandemic. Journal of Family and Economic Issues, 43(2), 282-295. doi: 10.1007/s10834-022-09819-2 DOI: https://doi.org/10.1007/s10834-022-09819-2

The Center for Health and Health Care in Schools. (2016b). Building a bridge to understanding and success. http://healthinschools.org/wp-content/uploads/2016/10/PortlandPublicSchoolsBuildingABridge.pdf

Trujillo, C. M. (2021). The experiences of parents of English learners during the COVID-19 crisis: A qualitative study using a single-case study. Doctoral dissertation, New Mexico State University). (Order No. 28416269). Available from ProQuest Dissertations & Theses Global. (2549264615). DOI: https://doi.org/10.3102/1682553

U.S. Department of Health & Human Services. (n.d.). Limited English proficiency (LEP). U.S. Department of Health & Human Services. https://www.hhs.gov/civil-rights/for-individuals/special-topics/limited-englishproficiency/Index.html

Wolfe, Z., & McCarthy, J. (2020). Building on existing brick-and-mortar practices in online spaces. In R.E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski & C. Mouza, C.(Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field, 145-147.

Yeasmin, S., Banik, R., Hossain, S., Hossain, M. N., Mahumud, R., Salma, N., & Hossain, M. M. (2020). Impact of COVID-19 pandemic on the mental health of children in Bangladesh: A cross-sectional study. Children and Youth Services Review, 117, 105277. https://doi.org/10.1016/j.childyouth.2020.105277 DOI: https://doi.org/10.1016/j.childyouth.2020.105277

Yin, R. K. (2017). Case study research and applications: Design and method (6th ed.). Sage.

Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91. Doi: https://doi.org/10.1080/1361332052000341006 DOI: https://doi.org/10.1080/1361332052000341006

Yosso, T. J., & Burciaga, R. (2016). Reclaiming our histories, recovering community cultural wealth. Center for Critical Race Studies at UCLA: Research Briefs, 5. http://www.ccrse.gseis.ucla.edu/publications

Yu, M., Reyes, L., Malik, S., Khetarpal, R. M., & Steiner, J. J. (2023). Reciprocity among forced migrants: refugees and asylees as agents of facilitating integration and community-building for self and others in the United States. Journal of Ethnic and Migration Studies, 49(7), 1648-1666. Doi: 10.1080/1369183X.2021.1953377 DOI: https://doi.org/10.1080/1369183X.2021.1953377

Zivot, C., Dewey, C., Brockington, M., Nwebube, C., Asfour, G., Vattikonda, N., & Little, M. (2022). Experiences of wellbeing and resilience among refugee mothers and families in Calgary during the COVID-19 pandemic, and the role of participation in HIPPY, a home visiting program. AIMS Public Health, 9(3), 521. https://doi.org/10.3934/publichealth.2022036 DOI: https://doi.org/10.3934/publichealth.2022036