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- Genre: Academic theses
- Creators: Arizona State University
Description
This empirical study aims to identify and analyze the accumulated literacies and multilingual repertoires of three Karenni refugee families originally from the highlands of Burma but who had lived in refugee camps in Thailand before arriving in Phoenix, Arizona. Through participant observation in the families' households and neighborhood, artifact collection, and individual and group interviews, I observe, document, and examine the everyday literacy practices of these three families in order to understand how these literacies are used to foster new understandings and social networks while maintaining transnational connections. The data analysis demonstrates that there are similarities and differences between the literacy practices and language choices of the sixteen individuals who participated and that there are significant differences across generations as well as across the three families. The findings shed light on the complicated relationship between migration and language learning, ideologies of language, literacy practices, and various modes of communication (face-to-face and digital). Building on a long tradition of ethnographic work that examines language learning and literacy in relation to educational access and opportunity, this research is relevant to educational researchers, policy makers, and teachers who are committed to rethinking what counts as literacy, for whom, in what contexts, and with what kinds of consequences. In a time of increased movement of people across borders, and increased use of information and communication technologies, this investigation has important implications for teacher preparation, theories of language learning and literacy development, and educational research.
ContributorsDuran, Chatwara Suwannamai (Author) / Warriner, Doris S (Thesis advisor) / Matsuda, Aya (Committee member) / Mccarty, Teresa L (Committee member) / Arizona State University (Publisher)
Created2012
Description
Through interviews and observations, this thesis provides an overview of refugee resettlement and explores the way one community is providing English language instruction to recently resettled refugees. It also describes the research process of this thesis so other researchers will be aware of the challenges such research contexts provide. In the southwestern state studied here, one of the refugee resettlement agencies holds the contract to provide English Language instruction to refugees. Other agencies provide supplemental English instruction and tutoring. The U.S. federal statute Immigration and Nationality Act, title 45 of the Code of Federal Regulations part 400--Refugee Resettlement Program, and the local contract between the state and the agency were examined to understand the laws, regulations, and contracted agreement governing the provision of English language instruction for refugees being resettled in the United States. English language faculty and staff, staff at refugee resettlement agencies, and a state official were interviewed to understand their goals and the challenges they face as they address the language needs of refugees. English language instruction classes were observed to note the consistencies as well as some discrepancies between interviews and what could actually be accomplished in the classroom. As the classes are unable to provide intensive language instruction, most students struggle with becoming proficient in English. A list of recommendations is included regarding ways the local community can better address linguistic needs of refugees. Yet as Fass (1985) argues, it is unknown whether changing refugee resettlement efforts will actually produce different results. Though there are problems, the way the linguistic needs are being addressed in this community is sufficient given the numerous other expectations put on the refugees and the refugee resettlement agencies.
ContributorsKielczewski, Sarah-Anne Laster (Author) / Adams, Karen L (Thesis advisor) / Gelderen, Elly van (Committee member) / Klimek, Barbara (Committee member) / Arizona State University (Publisher)
Created2010
Description
This dissertation explores how Sub-Saharan African women now resettled in the United States learn about sex. Prior to the colonization of Sub-Saharan Africa, extended family members such as paternal aunts and grandmothers were responsible for sexuality education for both men and women. Sexuality education often began at puberty and continued across the life span. This sexuality education covered menstruation, pregnancy, childbirth, child spacing and sexual pleasure. However, during colonization sexuality education was moved out of the hands of family members and community members and was now offered in schools. This school-based sexuality education was further disrupted by migration from Sub-Saharan Africa to the United States. Using a qualitative thematic analysis, I explore how sexuality education changed first with colonialism, through migration, and to resettlement in the United States. I then explore how, beginning with puberty, Sub-Saharan African refugee and immigrant women learn about menstruation and sex, and the role of social media in their sex lives. I highlight the role of consistent and comprehensive sexuality education of women in understanding and experiencing their menstruation. Additionally, I discuss how Sub-Saharan African women learn about sex and pleasure from both male and female peers. And finally, I illustrate how Sub-Saharan African women create culturally relevant and religiously specific online counterpublics to discuss and learn about sex. Understanding how Sub-Saharan African immigrant women learn about sex has implications for sexuality education policy in the United States and the role of pleasure in sexual and reproductive health.
ContributorsRoss, Janet Nalubega (Author) / Estrada, Emir (Thesis advisor) / Gaughan, Monica (Thesis advisor) / Villegas-Gold, Michelle (Committee member) / Walker, Shawn (Committee member) / Arizona State University (Publisher)
Created2022
Description
Immigrants and their U.S.-born children account for 26% of the American population as of 2020. Despite this large proportion, 14% of immigrants live below the federal poverty line compared to 12% of U.S.-born citizens. The immigrant population is vulnerable to food and housing insecurity and limited access to social services and medical care, on top of navigating the increasingly convoluted immigration system. Migrant women and children are especially at risk for systemic, poverty-related adversities. Periods of pregnancy and postpartum are particularly financially straining due to employment disruptions and additional expenses. Migrant mothers experience adverse health outcomes due to chronic stress, unstable living situations, integration barriers, and an unfavorable occupational environment during pregnancy. In addition to the postpartum needs of a new mother and her baby, these challenges may be barriers to maintaining breastfeeding. The unanticipated COVID-19 pandemic exasperated many existing systemic inequities and brought additional hardship. This study aims to investigate breastfeeding rates among immigrant mothers compared to U.S.-born mothers and other social disparities that affect health. While this study did not find a statistical difference between breastfeeding adherence and immigrant status during the COVID-19 pandemic, other risk factors relating to maternal-child health were identified. Immigrant families were more likely to experience job or income loss and a higher frequency of food insecurity compared to families with U.S.-born parents. The risks of being impoverished greatly reduce the incidence of breastfeeding, which can offer tremendous health benefits both to mother and baby. Most immigrants migrating to the U.S. are ethnic minorities who face additional societal disparities in culture, employment, economic stability, safety, and healthcare. The burden of social determinants of health that impact this population is not unique to adults. The moment a child is born into an immigrant family, particularly if they are also an ethnic minority, they inherit risk factors that can impact their entire lifespan. Ultimately, the risks associated with pregnancy and infant feeding are issues of social justice and health equity.
ContributorsFahmy, Gabriella (Author) / Whisner, Corrie (Thesis advisor) / Schuster, Roseanne (Thesis advisor) / Mayol-Kreiser, Sandra (Committee member) / Arizona State University (Publisher)
Created2023
Description
The current immigration flow to the United States from Mexico has been polarized by politicians and anti-immigration groups, with a rhetoric that immigrants are a danger to the sovereignty of the country and an economic burden. These accusations ignore the role played by trade agreements in causing such migration patterns by displacing Mexican migrants and how U.S. immigration policies subsequently condemn these economically displaced migrants into illegality. This thesis examines the role national governments and laws of both the United States and Mexico play in formalizing the undocumented flow and the contestation of these economic migrants. I challenge the contemporary view of trade agreements as pull factors by showing how they also function as problematic push factors of migration through displacing Mexicans from their land and any meaningful form of economic security. Once displaced, these communities seek opportunities by migrating to the U.S., where they cross into illegality. Together, examining displacement and subsequent illegality, this thesis reveals the problematic, yet hidden role played by trade agreements in Mexican migration to the U.S. and gaps in current U.S. immigration laws that has preserved the injustices created when neoliberal economic policies and immigration politics provide no protection to impacted indigenous communities.
ContributorsValenzuela, Cinthia (Author) / Colbern, Allan (Thesis advisor) / Comstock, Audrey (Committee member) / Elenes, C Alejandra (Committee member) / Arizona State University (Publisher)
Created2019
Description
Approximately 89 million Americans will be age 65 and older by 2050 in the United States. This older adult population is especially vulnerable to loneliness as a result of numerous age-related risk factors including loss of social support and declining health. In addition to these common risk factors, refugee older adults may face increased loneliness as a consequence of war-related trauma, loss, and marginalized cultural values in their host country. Despite their heightened vulnerabilities to loneliness, the experiences of refugee older adults remain understudied.
This is the first study aimed at understanding the loneliness experiences of community-dwelling Hmong older adults, an ethnic group resettled in the United States as refugees over 40 years ago. A constructivist grounded theory method guided by an intersectionality framework was used to address three aims: 1) to understand the concept of loneliness among community-dwelling Hmong older adults, 2) to explore the premigration, displacement, and postmigration experiences of loneliness among community-dwelling Hmong older adults, and 3) to examine how community-dwelling Hmong older adults cope with loneliness. Semi-structured individual interviews were conducted with 17 Hmong older adults age 65 and older residing in Sacramento and Fresno, California. Analysis of the data was an iterative process between coding the data, generating focused codes, and connecting the categories to establish a conceptual pattern.
Participants conceptualized loneliness as a negative experience represented through physical and emotional expressions and intensity, which were influenced by an intersectional identity. Factors that influenced their experiences of loneliness in the premigration, displacement, and postmigration phase were discussed as trust, loss, aging-related issues, isolation, sense of community, access to cultural community, instability, violence, and cultural adjustments. Their narratives offered several coping mechanisms including religious and spiritual beliefs, social support, wandering, activity engagement, and control and avoidance. These findings informed a conceptual model of loneliness that incorporated an intersectional identity, influencing factors, and coping mechanisms. Overall, the results provide nuanced cultural meanings and insight into the loneliness experiences of Hmong older adults. Implications for social work research, practice, and policy suggests the need for greater culturally- and linguistically-competent services informed by Hmong older adults.
This is the first study aimed at understanding the loneliness experiences of community-dwelling Hmong older adults, an ethnic group resettled in the United States as refugees over 40 years ago. A constructivist grounded theory method guided by an intersectionality framework was used to address three aims: 1) to understand the concept of loneliness among community-dwelling Hmong older adults, 2) to explore the premigration, displacement, and postmigration experiences of loneliness among community-dwelling Hmong older adults, and 3) to examine how community-dwelling Hmong older adults cope with loneliness. Semi-structured individual interviews were conducted with 17 Hmong older adults age 65 and older residing in Sacramento and Fresno, California. Analysis of the data was an iterative process between coding the data, generating focused codes, and connecting the categories to establish a conceptual pattern.
Participants conceptualized loneliness as a negative experience represented through physical and emotional expressions and intensity, which were influenced by an intersectional identity. Factors that influenced their experiences of loneliness in the premigration, displacement, and postmigration phase were discussed as trust, loss, aging-related issues, isolation, sense of community, access to cultural community, instability, violence, and cultural adjustments. Their narratives offered several coping mechanisms including religious and spiritual beliefs, social support, wandering, activity engagement, and control and avoidance. These findings informed a conceptual model of loneliness that incorporated an intersectional identity, influencing factors, and coping mechanisms. Overall, the results provide nuanced cultural meanings and insight into the loneliness experiences of Hmong older adults. Implications for social work research, practice, and policy suggests the need for greater culturally- and linguistically-competent services informed by Hmong older adults.
ContributorsVang, Cindy (Author) / Jackson, Kelly F (Thesis advisor) / Lee, Serge (Committee member) / Lopez, Kristina (Committee member) / Arizona State University (Publisher)
Created2019
Description
This project seeks to explore how organizations work toward refugee and immigrant integration through forming different types of coalitions and strategic networks. Semi-structured interviews were conducted to identify when coalitions emerge between refugee organizations and immigrant rights groups in order to examine their development, from how the coalitions broadly conceive of refugee and immigrant rights, to how they organize resources and information sharing, service provision, policy advocacy, and policy implementation. The project is guided by the question: What explains the formation of coalitions that advocate for both immigrant rights and refugee rights? Through examining the formation and development of these coalitions, this thesis engages at the intersections of immigration federalism, refugee studies and human rights scholarship to reveal deeper complexities in the politics of immigrant integration. The project sharpens these three scholarly intersections by three multi-level jurisdictions – California and Arizona in the United States and Athens in Greece – and by employing comparative analysis to unpack how national governments and federalism dynamics shape coalition building around immigrant integration.
ContributorsAmoroso-Pohl, Melanie Hope (Author) / Colbern, Allan (Thesis advisor) / Keahey, Jennifer (Committee member) / Walker, Shawn (Committee member) / Arizona State University (Publisher)
Created2019
Description
During the 1980s hundreds of thousands of Central American refugees streamed into the United States and Canada in the Central American Refugee Crisis (CARC). Fleeing homelands torn apart by civil war, millions of Guatemalans, Nicaraguans and Salvadorans fled northward seeking a safer and more secure life. This dissertation takes a "bottom-up" approach to policy history by focusing on the ways that "ground-level" actors transformed and were transformed by the CARC in Canada and the United States. At the Mexico-US and US-Canada borders Central American refugees encountered border patrol agents, immigration officials, and religious activists, all of whom had a powerful effect on the CARC and were deeply affected by their participation at the crisis. Using government archives, news media articles, legal filings and oral history this study examines a series of events during the CARC. Highlighting the role of "ground level" actors, this dissertation uses three specific case studies to look at how individuals, small groups, and a border town transformed and were transformed by the Central American Refugee Crisis. It argues that (#1) the CARC deeply affected the lives of those who participated in it, and (#2) the actors' interpretation and negotiation of, as well as resistance to, refugee policy changed the shape and outcomes of the Central American Refugee Crisis.
ContributorsRosinbum, John (Author) / Hoerder, Dirk (Thesis advisor) / Stoner, Lynn (Thesis advisor) / Menjivar, Ceclia (Committee member) / Arizona State University (Publisher)
Created2014
Description
This research examined the perceptions of refugees towards social entrepreneurship in Arizona through focus group discussions with 77 members of the refugee communities that have been organized under nine groups. Business experience, problem solving experience, conception of social entrepreneurship, examples, opportunities, support, and needs emerged as the themes of the study. Available opportunities as well as barriers for refugee social entrepreneurship based on the views of refugees in Arizona were explained. The difference between commercial entrepreneurship and social entrepreneurship was highlighted and some examples of refugee social entrepreneurship described. Qualitative data analysis revealed that refugees in Arizona have entrepreneurial characteristics such as risk taking, hardworking, problem solving, and determination. They also have a good understanding of commercial entrepreneurship but very little understanding of social entrepreneurship. The findings underlined that social entrepreneurship can be used as a helpful strategy for self-sufficiency of refugees residing in Arizona. Given their life trajectories, refugees in Arizona have high potential to be social entrepreneurs with the right exposure and training. If supported adequately and planned appropriately, the refugee social entrepreneurship project can lead to self-sufficiency and faster integration of participating individuals to the mainstream society. The findings may spark interest among practitioners, policy makers, and scholars. It may redefine refugee social work practices as the passion of enterprising empowers refugees and helps them to discover self-confidence and rebrand their image. Policy makers may consider incorporating refugee social entrepreneurship in to the current self-sufficiency plan for refugee resettlement. Future research needs to investigate how refugee social entrepreneurs can be successful and focus on the measurement of their success.
ContributorsMerie, Kassaw (Author) / Androff, David (Thesis advisor) / Klimek, Barbara (Committee member) / Krysik, Judy (Committee member) / Arizona State University (Publisher)
Created2015
Description
South Sudanese refugees are among the most vulnerable immigrants to the U.S.. Many have spent years in refugee camps, experienced trauma, lost members of their families and have had minimal or no schooling or literacy prior to their arrival in the U.S. Although most South Sudanese aspire to become U.S. citizens, finally giving them a sense of belonging and participation in a land they can call their own, they constitute a group that faces great challenges in terms of their educational adaptation and English-language learning skills that would lead them to success on the U.S. citizenship examination. This dissertation reports findings from a qualitative research project involving case studies of South Sudanese students in a citizenship preparation program at a South Sudanese refugee community center in Phoenix, Arizona. It focuses on the links between the motivations of students seeking citizenship and the barriers they face in gaining it. Though the South Sudanese refugee students aspiring to become U.S. citizens face many of the same challenges as other immigrant groups, there are some factors that in combination make the participants in this study different from other groups. These include: long periods spent in refugee camps, advanced ages, war trauma, absence of intact families, no schooling or severe disruption from schooling, no first language literacy, and hybridized forms of second languages (e.g. Juba Arabic). This study reports on the motivations students have for seeking citizenship and the challenges they face in attaining it from the perspective of teachers working with those students, community leaders of the South Sudanese community, and particularly the students enrolled in the citizenship program.
ContributorsJohnson, Erik (Author) / Adams, Karen (Thesis advisor) / Renaud, Claire (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2014