School Social Cohesion in Areas of Refugee Resettlement

This study investigated the mechanisms through which schools in refugee resettlement areas influence social cohesion between students from different backgrounds. Applying a comprehensive definition of social cohesion, the study focused on the three main components of relationships, shared sense of belonging, and orientation towards the common good. Semi-structured interviews were conducted with 25 students (14 recently relocated from Afghanistan, and 11 of their non-Afghan peers) from two high schools in the United States. All interviews were transcribed and coded, leading to four main findings: 1) implicit factors were more influential than explicit factors in building social cohesion, 2) Afghan students were more affected by both implicit and explicit factors than were their non-Afghan peers, 3) thoughtful hiring is as important as the interventions implemented, and 4) small changes to implementation approaches can generate significantly different results. The study concludes by offering recommendations to education and refugee resettlement policymakers, as well as school administration and staff, on how to improve student relationships, shared sense of belonging, and orientation towards the common good.

Author

• Alesbury, Carolyn

Language

• English

Keyword

• Social cohesion
• Refugee resettlement
• Cultural celebrations
• Host community
• Refugee education
• Afghanistan

Date created

• 2024

Type of Work

• Dissertation

License

• All rights reserved

Rights statement

• In Copyright

GW Unit

• Education Policy Studies

Degree

• Ed.D.

Advisor

• Rotberg, Iris C

Committee Member(s)

• Williams, James
• Ali, Arshad

Persistent URL

•  https://scholarspace.library.gwu.edu/etd/1j92g818v