难民背景学生上大学意愿的语言读写涟漪效应

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Literacy Research and Instruction Pub Date : 2021-05-07 DOI:10.1080/19388071.2021.1921890

Meagan A. Hoff, Sonya L. Armstrong

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引用次数: 2

摘要

摘要一项针对难民背景大学生的大型研究揭示了导航策略的优势，这促使我们从一名高中难民的角度对同样的现象进行了研究。Htun是一名高中四年级学生，也是克伦族难民，她一再受到排斥，导致她感到沉默和/或沉默，这反过来又使她无法参与与学校和学校文化有关的互动，从而无法获得学术成功所需的宝贵资源。汤的故事提醒我们，大学准备程度不仅仅是一系列可以衡量的技能；这是一个社会和文化过程，两者都源于获得语言和识字的过程。

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The Language-Literacy Ripple Effect on College-Goingness for a Refugee-Background Student

ABSTRACT Insights revealed about strengths in navigational strategies yielded from a larger study on refugee-background college students prompted an examination of the same phenomena from the perspective of a high school refugee on her path to college. Htun, a high school senior and Karen refugee, faced repeated exclusion, resulting in her feeling silenced and/or silencing herself, which in turn excluded her from interactions related to school and school culture and thus valuable resources necessary for academic success. Htun’s stories remind us that college readiness is not merely a collection of skills that can be measured; it is a social and cultural process, both of which stem from access to language and literacy processes.

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来源期刊

Literacy Research and Instruction EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.