Imagining Futures and Constructing Educational Pathways: Refugee Parents’ Digital Literacy and Technology Integration

• In Event: Emotion, Imagination, and Engagement: Affective Elements of Adults' Digital Practices

Abstract

Refugees resettle in the U.S. from different corners of the world, who have high aspirations and are generally motivated to support their children’s education. However, several factors, including limited English proficiency, lack of digital literacy skills, and technology integration skills, affect refugee parents’ ability to support their children’s education directly. This study explored five Congolese refugee parents’ digital literacy and technology integration, more specifically, the adaptive strategies these parents employed to overcome barriers to digital inclusion and facilitate the effective use of digital literacy. Qualitative data analysis suggests that even though technology integration was a barrier, refugee parents expressed a strong desire to be involved in their children’s education and developed competencies to improve their digital literacy skills.

Authors

• Hamid Nadir, University of North Carolina - Greensboro

• Joy Birabwa, University of North Carolina - Greensboro

• Rachel J. Boit, University of North Carolina - Greensboro

• Sudha Shreeniwas, University of North Carolina - Greensboro

• Linda Hestenes, University of North Carolina - Greensboro