Yeonjai Rah's scientific contributions
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Publications (3)
This case study explores how multiple leaders of an elementary school, which unexpectedly received 25 Hmong refugee students, addressed the needs of the students and families by cooperating with a community organization. FAST (Families and Schools Together), an after-school program created to increase parent involvement to help their children succe...
This interview study examines the way practitioners in Wisconsin public schools created conditions to facilitate refugee parent involvement. Practitioners’ perceptions of barriers to refugee parents’ school involvement are explored as well as the strategies used to promote meaningful parent involvement. Interviewees included nine school practitione...
Citations
... A number of commentators argue that schools are well placed to support and sustain the wellbeing and social inclusion of young refugees. They have highlighted how formal school contexts can facilitate social bonding through informal activities, which help students break the ice and find common purpose (Fazel 2015;Due and Riggs 2016); through training initiatives for school staff (Block et al. 2014); or tutoring or buddy arrangements between refugee and non-refugee students (Hek 2005;Rah 2007;Due and Riggs 2016). However, studies have also noted a number of barriers to school support for refugee students. ...
... Rah et al. (2009) studied schools in Wisconsin that sought help from the community organizations to facilitate and encourage Hmong refugee parental involvement in their schools. The program was funded by a federal grant and was collaboratively run by leaders from the school, the local Hmong community, and the community-based organization (Rah, 2013). Rah et al. (2009) found that when community organizations supported schools in engaging parents, parents reported positive change in their relationship with the schools. ...
... Previous studiesYanık Özger & Akansel, 2019) emphasized that the families play an important role in the adaptation processes of children to school. In line with the results of this study, the fact that refugee families do not find it necessary to learn Turkish and think that they are in Turkey temporarily, that families do not show enough interest in their children and that only the school is responsible for their children's education makes it difficult for their children to adapt to school(Rah, Choi, & Nguyễn, 2009;Yanık Özger & Akansel, 2019). The negative financial conditions experienced by refugee families also impede the adaptation process of children to school. ...
