Newcomers' Challenges and How They Are Addressed in Restorative and Nonrestorative Justice High Schools

• In Event: AERA Poster Session 8
  In Poster Session: Leadership for Social Justice SIG Poster Session

Abstract

Newcomers, coming from the Middle East and North Africa (MENA), are not only facing barriers to learning and lagging behind their native-English-speaking peers, but are also facing racial disparities in discipline. This concurrent mixed methods study identified MENA newcomers’ academic, acculturation and socio-emotional challenges, and examined how those challenges were addressed within restorative justice practices [RJP] high schools compared to Non-RJP high schools. Results showed significant differences between types of schools in newcomers’ self- awareness, academic achievement and school connectedness. Newcomers in Non-RJP schools were more bullied, exhibited low self-image and were failing and repeating courses due to district’s mismanagement, staffing problems at the leadership level and lack of support, communication and cultural awareness at the teacher/student and student/student levels.

Authors

• Ikbal Noureddine, California State Department of Education

• Nassrine Noureddine, California State University - Sacramento