Examining Relational Inclusivity for Newcomer Refugee Students Through an After-School Enrichment Program

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Global Practices and Insights on Disability

Abstract

This study examined how an after-school Science Technology Reading Engineering Arts and Math (STREAM) enrichment program, the STREAM Lab, promoted socioemotional development, belonging, and academic engagement among recently arrived newcomer refugee students in grades TK–5. Grounded in the relational inclusivity framework and driven by a mixed methods case study approach, data were collected through 18 social network surveys and 14 student interviews. Our analysis showed strong, cross-demographic peer connections across four key dimensions of relational inclusivity: friendship, play, academic help, and emotional support. Interview findings demonstrated how the STREAM Lab fostered trust, joy, and relational inclusivity, especially for students historically marginalized in STEM education. The study contributes to research-practice partnerships that resist deficit narratives and model equity-driven, relationship-centered learning environments.

Authors

• Christoforos Mamas, University of California - San Diego

• Shana R. Cohen, University of California - San Diego

• Bailey Choi-Vanos, University of California - San Diego

• Caren Holtzman, University of California - San Diego