{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/95109"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/95109","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"A Narratological Inquiry into U.S. African Refugee Youths’ Educational Experiences","abstract":"The arrival of refugees over the past two decades changed the face of classrooms in Kansas City, Missouri, resulting in refugee youth being unprepared for post-secondary opportunities. This critical narrative study aimed to explore the lived experiences of African refugee youth (aged 18 and above) attending public high school in the MidwestUnited States. Based on current and recently arriving African refugee populations, 10 participants originally hailed from Somalia, Congo, Liberia, Sudan, and Burundi. A crystalized theoretical framework of socio-cultural, migratory, and critical race theory guided qualitative narratological data analysis collected via interviews focusing on the participants' educational experiences. Data analysis followed descriptive and interpretive coding to analyze and identify themes, trends, and patterns providing insight into participants’ experiences and how they affected their academic and social endeavors. Findings revealed that participants’ escape, cultural experience, U.S. resettlement, academic shock, intolerance, toil/exertion, challenges, recurrence, defensive mechanism, beneficial encounter, academic effect, and social illumination all influenced their educational experiences. In addition, in-depth theoretical analysis exposed systemic societal racism among every theme, thereby illuminating deep-rootedracism as the primary factor negatively affecting African refugee youths’ U.S. iii educational experiences. These findings help identify strategies and interventions supporting African refugee youth preparing for post-secondary opportunities.","abstract_html":"The arrival of refugees over the past two decades changed the face of classrooms in Kansas City, Missouri, resulting in refugee youth being unprepared for post-secondary opportunities. This critical narrative study aimed to explore the lived experiences of African refugee youth (aged 18 and above) attending public high school in the MidwestUnited States. Based on current and recently arriving African refugee populations, 10 participants originally hailed from Somalia, Congo, Liberia, Sudan, and Burundi. A crystalized theoretical framework of socio-cultural, migratory, and critical race theory guided qualitative narratological data analysis collected via interviews focusing on the participants' educational experiences. Data analysis followed descriptive and interpretive coding to analyze and identify themes, trends, and patterns providing insight into participants’ experiences and how they affected their academic and social endeavors. Findings revealed that participants’ escape, cultural experience, U.S. resettlement, academic shock, intolerance, toil/exertion, challenges, recurrence, defensive mechanism, beneficial encounter, academic effect, and social illumination all influenced their educational experiences. In addition, in-depth theoretical analysis exposed systemic societal racism among every theme, thereby illuminating deep-rootedracism as the primary factor negatively affecting African refugee youths’ U.S. iii educational experiences. These findings help identify strategies and interventions supporting African refugee youth preparing for post-secondary opportunities.","abstract_has_math":false,"creators":["Bakar, Abdulkadir"],"institution":"University of Missouri--Kansas City","degree_name":"Ph.D. (Doctor of Philosophy)","degree_level":"Doctoral","degree_discipline":"Curriculum and Instruction (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Ukpokodu, Omiunota Nelly"],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023","date_published":"2023","updated_at":"2026-07-24T05:17:10Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/95109","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Ukpokodu, Omiunota Nelly"]},{"key":"dc:creator","label":"Author","values":["Bakar, Abdulkadir"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-05-19T15:13:04Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-05-19T15:13:04Z"]},{"key":"dc:date.issued","label":"Date","values":["2023"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction (UMKC)","Social Science Consortium (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D. (Doctor of Philosophy)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Kansas City"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/95109"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page, viewed May 24, 2023","Dissertation advisor: Omiunota N. Ukpokodu","Vita","Includes bibliographical references (pages 282-351)","Dissertation (Ph.D.)--Curriculum and Instruction, Social Science Consortium. University of Missouri--Kansas City, 2023"]},{"key":"dc:description.abstract","label":"Abstract","values":["The arrival of refugees over the past two decades changed the face of classrooms in Kansas City, Missouri, resulting in refugee youth being unprepared for post-secondary opportunities. This critical narrative study aimed to explore the lived experiences of African refugee youth (aged 18 and above) attending public high school in the MidwestUnited States. Based on current and recently arriving African refugee populations, 10 participants originally hailed from Somalia, Congo, Liberia, Sudan, and Burundi. A crystalized theoretical framework of socio-cultural, migratory, and critical race theory guided qualitative narratological data analysis collected via interviews focusing on the participants' educational experiences. Data analysis followed descriptive and interpretive coding to analyze and identify themes, trends, and patterns providing insight into participants’ experiences and how they affected their academic and social endeavors. Findings revealed that participants’ escape, cultural experience, U.S. resettlement, academic shock, intolerance, toil/exertion, challenges, recurrence, defensive mechanism, beneficial encounter, academic effect, and social illumination all influenced their educational experiences. In addition, in-depth theoretical analysis exposed systemic societal racism among every theme, thereby illuminating deep-rootedracism as the primary factor negatively affecting African refugee youths’ U.S. iii educational experiences. These findings help identify strategies and interventions supporting African refugee youth preparing for post-secondary opportunities."]},{"key":"dc:title","label":"Title","values":["A Narratological Inquiry into U.S. African Refugee Youths’ Educational Experiences"]}]}],"canonical_facts":{"dc:contributor.advisor":["Ukpokodu, Omiunota Nelly"],"dc:creator":["Bakar, Abdulkadir"],"dc:date.accessioned":["2023-05-19T15:13:04Z"],"dc:date.available":["2023-05-19T15:13:04Z"],"dc:date.issued":["2023"],"dc:description":["Title from PDF of title page, viewed May 24, 2023","Dissertation advisor: Omiunota N. Ukpokodu","Vita","Includes bibliographical references (pages 282-351)","Dissertation (Ph.D.)--Curriculum and Instruction, Social Science Consortium. University of Missouri--Kansas City, 2023"],"dc:description.abstract":["The arrival of refugees over the past two decades changed the face of classrooms in Kansas City, Missouri, resulting in refugee youth being unprepared for post-secondary opportunities. This critical narrative study aimed to explore the lived experiences of African refugee youth (aged 18 and above) attending public high school in the MidwestUnited States. Based on current and recently arriving African refugee populations, 10 participants originally hailed from Somalia, Congo, Liberia, Sudan, and Burundi. A crystalized theoretical framework of socio-cultural, migratory, and critical race theory guided qualitative narratological data analysis collected via interviews focusing on the participants' educational experiences. Data analysis followed descriptive and interpretive coding to analyze and identify themes, trends, and patterns providing insight into participants’ experiences and how they affected their academic and social endeavors. Findings revealed that participants’ escape, cultural experience, U.S. resettlement, academic shock, intolerance, toil/exertion, challenges, recurrence, defensive mechanism, beneficial encounter, academic effect, and social illumination all influenced their educational experiences. In addition, in-depth theoretical analysis exposed systemic societal racism among every theme, thereby illuminating deep-rootedracism as the primary factor negatively affecting African refugee youths’ U.S. iii educational experiences. These findings help identify strategies and interventions supporting African refugee youth preparing for post-secondary opportunities."],"dc:identifier.uri":["https://hdl.handle.net/10355/95109"],"dc:title":["A Narratological Inquiry into U.S. African Refugee Youths’ Educational Experiences"],"thesis:degree_discipline":["Curriculum and Instruction (UMKC)","Social Science Consortium (UMKC)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph.D. (Doctor of Philosophy)"],"thesis:institution_name":["University of Missouri--Kansas City"]},"updated_at":"2026-07-24T05:17:10Z"}