Culturally Proficient Leadership: Equipping Educators to Serve Refugee Students

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Prioritizing Racialized, Indigenous, and Refugee Student Experiences (Table 11)

Abstract

The pandemic placed a huge strain on all social systems, including that of education, and refugee education. This paper explores cultural proficiency leadership practices for refugee students’ needs following the pandemic. Qualitative research and semi-structured interviews were employed to elucidate data from teachers, counselors, and leaders in a U.S. Midwestern suburban community. Findings identified two main emerging themes: (a) response to humanitarian challenges and needs; and (b) cultural proficiency continuum. In their strategy, educators took a humanitarian stance, as they sought to provide better education for refugee students alongside other students. This work contributes to recognizing the need of implementing cultural empathy in meeting vulnerable students’ needs. Further conclusions and implications are discussed.

Authors

• Khalid Husny Arar, Texas State University

• Corinne Brion, University of Dayton

• Eman Abo-Zaed Arar, Texas State University

• Anna Saiti, University of West Attica