Examining Teachers’ Efforts to Educate Refugee Students at One Elementary School in Texas

Nathern Okilwa; M. Michelle Kelley; Kerry Haupert

doi:10.29333/ejecs/2249

Authors

Nathern Okilwa Baylor University https://orcid.org/0000-0003-1622-3463
M. Michelle Kelley Northside Independent School District
Kerry Haupert North East Independent School District

DOI:

https://doi.org/10.29333/ejecs/2249

Keywords:

refugee students, newcomer teachers, culturally responsive teaching, elementary school

Abstract

A significant number of school-age children comprise the wave of refugees seeking and settling in new homelands. Schools are an integral part of the resettlement process. Therefore, the purpose of this article is to highlight how teachers supported the learning of refugee students at Northstar Elementary School (NES), which was designated by the school district as one of the elementary schools that served this student population. This qualitative study collected data through interviews, classroom observations, and school-related documents. The data were analyzed and the findings were organized around four central practices associated with culturally responsive pedagogy: critical cultural consciousness of teachers, culturally pluralistic classroom climates, diverse communities of learners, and multicultural curriculum and instruction. Refugee students and their families have hopes and dreams for themselves and teachers can play an integral part to help realize those dreams.

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Author Biographies

Nathern Okilwa, Baylor University

Nathern S. Okilwa, PhD, is an Associate Professor in the Department of Educational Leadership at Baylor University. Before joining the ranks of higher education, Okilwa's experience and commitment to education spanned 13 years of teaching general and special education K12 settings across a variety of sociocultural contexts in Kenya and the U.S. Both professional and personal experiences have shaped Okilwa's scholarly interests and commitment to educational outcomes for marginalized students. Some of Okilwa’s areas of scholarly interest include educational access and equity for underserved students, educational policy, sociocultural influences, school leadership, and international organization of schooling.

M. Michelle Kelley, Northside Independent School District

M. Michelle Kelley, PhD is the Coordinator for High School Counseling Services in Northside Independent School District in San Antonio, Texas. Her dedication to education began as a high school teacher in 1997. She has served her district as a professional school counselor since 2006. Kelley’s commitment to creating positive educational experiences for all students and their families is supported through her daily work and her research interests, including stakeholder trust on campuses, school leadership, bullying, and equity in education for students in marginalized populations.

Kerry Haupert, North East Independent School District

Kerry Haupert is the Project Coordinator for the Welcome Center at North East ISD in San Antonio, Texas. She has been a dedicated educator for over 23 years and advocates for those who are most marginalized. Kerry has worked with refugee/asylee students and families for over 15 years, creating space and opportunities for them to thrive in and out of the school setting. Kerry is pursuing her doctorate at Texas Tech University in Curriculum and Instruction, Language Diversity, and Literacy Studies. Her areas of research interest are identity, language and literacy, and equitable access for displaced children and families.

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