Equalizing Relationships Among Refugee Families and Their Children's Teachers: A Pilot Study

• In Event: AERA Roundtable Session 11
  In Roundtable Session: Supporting Diverse Cultures Through Advocacy and Empowerment

Abstract

A critical matter in increasing educational equity is developing relationships between teachers and families, especially when their backgrounds vary significantly. In this session, we will (a) discuss the research on the necessity of explicitly discussing implicit norms in order to form trusting relationships between refugee families and their children’s teachers; (b) explain the community-based participatory action research process through which we developed and piloted a tool for increasing relationships between refugee families and their children’s teachers; (c) bring to life the results of the pilot study of the tool by illustrating three case studies depicting it in action at the elementary, middle, and high school levels; and (d) discuss implications for practice and research.

Authors

• Shana J Haines, The University of Vermont

• Cynthia C. Reyes, The University of Vermont

• Arby Mohamed Ghemari, University of Vermont