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Children who are faced with the complications of being displaced across political borders, in a linguistically different space, and within a culturally different context are often disenfranchised from primary educational opportunities. This study looked at the access to education displaced Haitians faced in the academic year following the 2010 earthquake in Port-au-Prince. The research focused on the extent to which displaced Haitian students had access to education in the border town of Comendador, Dominican Republic. Using a mixed method approach, the investigation incorporated interviews, household composition / attitudinal data and LAPOP data.
A primary finding of the research was that Dominican teachers and administrators were supportive of the inclusion of Haitians at the school site, even when political figures publically showed support to the contrary. Even though this was a finding of the research, there was limited to no support in providing minimal learning opportunities for Haitian children. It is also argued that Dominican children in the same schools had limited access to quality education. Teacher preparation and morale was documented as being very poor.
Data from the Latin American Public Opinion Project (LAPOP) and a household composition survey were analyzed to better understand attitudes towards Haitian children. Data affirm that Dominican participants in the study are not opposed to Haitian children attending Dominican schools. Though, they due draw limits to their incorporation into society, vis-à-vis granting citizenship to children of Haitian parents born in the Dominican Republic.