Stressors Impacting Academic Integration and Self-Efficacy of Female Adolescent Refugees of Middle East Conflict

Author(s)

Kathryn Metzger

Faculty Mentor(s)

Denise Shaw (Teacher Education)

Abstract

This presentation examines the available research and literature on female adolescents who are refugees from areas of conflict in the Middle East and the impact that cultural, gender-based, and trauma-related stressors have on their self-efficacy and integration into the classroom. With the increase of regional conflict, the global population of refugees continues to expand. The United Nations Children’s Fund (UNICEF) reports that, as of 2019, 15% of refugees entering the United States were children. This population includes children and adolescents caught up in forced migration resulting from war and regional conflicts. As these students have been resettled here in the United States and incorporated into the local school systems, educators and researchers have begun to examine the unique needs of this student population as well as the factors which impact their academic performance.

Keywords: ADOLESCENT REFUGEES, ACADEMIC SELF-EFFICACY, STRESSORS, DIVERSITY

Presentation

2 thoughts on “Stressors Impacting Academic Integration and Self-Efficacy of Female Adolescent Refugees of Middle East Conflict”

  1. Thank you for putting together this presentation. It’s informative at a macro level.
    If you could add a specific case and highlight what’s happening with that one student, then it would have been better. Also, which conflict in the Middle East?

  2. I loved the presentation. I would also like to have seen a specific case that relates the PTSD in these girls because PTSD can manifest in different ways. I would also appreciate more strategies to help these students in and out of the classroom.

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