Using Mixed-Method Data to Inform Culturally Relevant Social-Emotional Learning for Syrian Refugee Youth

• In Event: Culturally Relevant Embodied and Social-Emotional Learning in Asian, African, and North American Contexts

Abstract

In this paper, we discuss how mixed-method data can be utilized to develop culturally-relevant SEL programming using data form Syrian refugee youth and their parents who have resettled in the US.
Since 2011, war in Syria has displaced families across multiple continents, who are now living as refugees. The U.S. alone has resettled over 18,007 Syrian refugees, 59% of which are under the age of 21 (Zong & Batalova, 2017). Syrian refugee children enter school having experienced trauma, poverty, and loss while adjusting to new culture, language, curriculum, and social norms. Social-emotional learning (SEL) shows promise in helping students navigate the social, emotional, and academic hurdles experienced in school (Durlak et al., 2011). However, use of traditional SEL programs may not be culturally relevant and may neither address Syrian refugee students’ needs nor capitalize on their unique strengths. Thus, SEL programming must be culturally adapted to be effective.
Previous scholars highlighted the need for mixed-method data collection to address the unique and comprehensive needs of minority populations (Karasz & Singelis, 2009). Using a trauma-focused SEL framework, we will examine quantitative data on 15 Syrian youths’ social-emotional functioning, internalizing and externalizing behavior, acculturative stress, along with qualitative analysis of focus group data from Syrian refugee youth and their parents to understand students’ current functioning. We will discuss how this data can be integrated into culturally-relevant SEL program recommendations for this set of students.
Participants, ages 10-17, were recruited from two community-based refugee resettlement centers in the southern United States. Parents completed Arabic-translated versions of the Social Emotional Assets and Resilience Scales (SEARS-A), Child Behavior Checklist (CBCL), and the Coping with Acculturative Stress in American Schools (CASAS) scales. Additionally, at each center, qualitative interviews and focus groups were conducted in Arabic with parents (11) and children (14) separately. Transcripts were transcribed and analyzed for themes using a phenomenological lens.
In the presentation, we will use descriptive statistics and their relation to normed mean scores and standard deviations for each quantitative measure to provide a general snapshot of student functioning. We will then discuss focus group themes and triangulate with scale data to gain a fuller picture of student strengths and needs. Finally, we will demonstrate how to integrate data into recommendations for culturally-relevant SEL program components that fit the specific needs of these students.

Authors

• Sarah Kathleen Ura, Clemson University

• Ana d'Abreu, Children's Hospital of Orange County