Abstract
In this article I examine the experiences of recently immigrated Somali refugee families in their interaction with U.S. urban public schools where their children attend school. The experience of Somali refugees in the U.S. complicates the notion of family diversity, which goes beyond race, ethnicity, class and gender to include differences in family structures and processes as well. With increasing diversity in public schools, there is a need for the teaching community to develop dispositions and understandings that are inclusive of various dimensions of family diversity. Immigrant experiences in the U.S. combined with the specific context of Somali refugee immigrants adds a nuanced dimension of diversity, especially in educational contexts where families must interact with schools on a regular basis. This study suggests that teachers must acquire knowledge of diversity among families and their complex, often changing structures and processes so that they can better understand and attend to the needs of Somali students.
Highlights
Introduction to Somalian Immigrant FamiliesIn this article, I examine the experiences of recently immigrated Somali refugee families in their interaction with urban public schools in the United States where their children attend school
Even though many of the teachers said that they knew some of the Somali parents were “very determined and put a lot of effort to get their children to school,” they expressed frustration in promoting and maintaining ties with many recently arrived Somali immigrant parents in their classrooms
I examined the experiences of recently immigrated Somali refugee families in their interaction with U.S urban public schools where their children are enrolled
Summary
Introduction to Somalian Immigrant FamiliesIn this article, I examine the experiences of recently immigrated Somali refugee families in their interaction with urban public schools in the United States where their children attend school. Children from diverse immigrant families continue to be one of the largest growing populations of students attending U.S public schools. Of these families, an increasing number constitute sub-Saharan refugees from Somalia, owing to civil unrest that has continued for more than two decades (Adams & Kirova, 2007a). An increasing number constitute sub-Saharan refugees from Somalia, owing to civil unrest that has continued for more than two decades (Adams & Kirova, 2007a) This increase in immigrant children in schools presents a challenge for teachers and parents for several reasons.
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