Citation

Cohen F, Meyer SR, Seff I, Bennouna C, Allaf C, Stark L. J. Educ. Emerg. 2022; 8(2): 111-138.

Copyright

(Copyright © 2022, Inter-agency Network for Education in Emergencies)

DOI

10.33682/1xf5-ef54

PMID

unavailable

Abstract

Individuals from conflict-affected countries, such as Iraq, face formidable challenges when they resettle in the United States. Drawing from intersectionality theory, we explore the lived experiences of adolescent boys and girls from Iraq who have resettled in Texas and Virginia. In this qualitative study, we focus on the school as an institution that is positioned to enforce, or to combat, systemic and interpersonal inequalities among young refugees, especially in terms of gender and race. Our thematic analysis identifies the ways their interactions with teachers, peers, and family in the school context have shaped the socialization of these adolescent boys and girls from Iraq. The study findings reflect the importance of understanding how education settings can affect the intersectional experiences of conflict-affected youth who have resettled in the United States.

Language: en