• Identity of categorization of adolescent refugees and its implication of teaching

      Glaser, Hannah; Glaser, Hannah (State University of New York College at Fredonia, 2017-05)
      This study addresses the problem: When refugee children go through puberty they have additional factors, such as trauma, societal views, and cultural conflicts that contribute to their forming identities. Based off of the literature, the questions that drove this research were: What identity groups do adolescent refugees in the participating school identity with; how can teachers better include adolescent refugees and their experiences in classroom instruction? The purpose of this study was to determine which identities adolescent refugees associate with; these being assimilation, marginalization, integration, and segregation. Each of the four groups focus in on how individuals associate themselves with their home culture and new culture. The literature from this topic developed into a mixed-methods research study. The participating school was selected because of its large refugee student population and was located in Western New York. Six teachers and thirteen students were given questionnaires in their preferred language, which were used for data collection. The questions were designed to narrow down the students' responses into one of the four major identity groups. The research findings indicate that within this school, the majority of the students identify with the integration group. However, within the findings, there were some students that identified with the assimilation and segregation groups as well. This being said, implications for teachers are to teach adolescent refugees by using translanguaging strategies, growth mindset, and scaffolding. This study may provide as baseline data for future research in this field. [from author's abstract]
    • An introduction to home-making practices among Karen speaking populations of Buffalo, New York

      Dewey, Lauren (State University of New York College at Fredonia, 2016)
      Refugees from all walks of life who have been relocated to numerous countries are often in need of resources to help them settle in and make sense of a new culture and language. This capstone focuses on aiding refugees in integration with a new society. The capstone project takes the form of a bilingual guide book that can be used by refugees on their own as well as used as a teaching guide through multiple institutions such as schools, church outreach programs, and social service programs. The problem with refugee integration services is that there is little funding and flexibility for appropriate programming. This capstone project attempts to help bridge the gap and provide a versatile, cost effective measure to aid in refugee integration in the city of Buffalo, New York, focusing specifically on Karen refugees from Burma with the intention to allow translation into many different languages. The result of this collection of chapters ranging from household and personal health and hygiene to getting help, and finding transportation, is intended to provide answers and background knowledge to refugees on everyday subjects. [ from author's abstract ]