1 of 29

Understanding African Refugee/Migrant Educational Transitions from Country of Origin to Refugee Camp to the US: Using Life Story Narratives to Compare Educational Experiences�

EAST WEST UNIVERSITY

“AS ASTRA SUMMIT ON EDUCATION”

​

TERENCE SINABAJIJE, PHD

SOCIAL WORKER & PSYCHOLOGIST

JUNE 6TH, 2025

2 of 29

LITERATURE REVIEW:�

  • Africans are increasing in the US: 2.1 million (Lorenzi & Batalova, 2022).
  • Education increases self-esteem & quality of life; it improves trust in the society; education is related to the economic growth (Rausher, 2015).
  • Africans do well in the US higher education: WHY?

​

HOW AFRICANS COME MATTERS.

Before: Highly skilled workers, Education seekers & DV lottery winners (AKA Green Card Lottery).

Now: Anyone including refugees

​

​

3 of 29

BACKGROUND

*Observations and lived experiences contributed to these empirical studies.

Thesis project analyzed Sub-Saharan African Immigrant children’s phenomenological experience:

  • Pre-migration (country of origin)
  • Migration (Refugee camps)
  • Post-migration (USA)

Each stage presented strengths and needs.

Ex. Students’ background can be beneficial to the integration (Bang, 2011).

​

4 of 29

1. PRE-MIGRATION: Life In Burundi

  • Beautiful country: weather and landscape
  • Population: 12 millions
  • Three ethnic groups: Hutu (85%); Tutsi (14%); Twa (1%).
  • Languages: Kirundi, Kiswahili & French
  • Colonized by: Germany (1896-1916) & Belgium

(1916-1962).

​

​

​

5 of 29

BURUNDIAN ECONOMY:

  • Revenue:
  • AGRICULTURE:
  • Coffee: Exports 69% of its assets.
  • Cotton: Exports 26%
  • Tea; sugar, palm oil & food crops.
  • MINING
  • Stones:

 Nickel , vanadium, cassiterite, Colombo-tantalite, gold, uranium, rare earth oxides, peat, cobalt, copper, platinum, hydropower, niobium, tantalum, tin, tungsten, kaolin, limestone, et...

​

6 of 29

Education System: HIGH EXPECTATION

VOLUNTARY EDUCATION

  • Kirundi or Kiswahili (home language)
  • French, Language of instruction

​

  • ELEMENTARY: 7 years old: 1st to 6th Grade.
  • 12 courses taught each semester, one class & 1 teacher
  • Need 50 % to advance
  • Weak Relationship
  • Corporal punishment

​

​

​

7 of 29

Burundian High School

  • BOARDING LOW LEVEL HIGH S.: 7th to 10th Grade
  • 18 courses taught each semester
  • Several teachers for each class; but one classroom
  • 50% required to pass each course

​

  • BOARDING UPPER LEVEL HIGH S.:

10th to 13th

​

  • 18 courses offered each semester
  • More than 1 teacher; but one classroom
  • Each course (50% to pass)
  • Corporal punishment
  • Low relationship

Education’s Goal: JOBS

​

Terence and Dieudonne,

High School students in Burundi

8 of 29

BURUNDIAN’S SAFETY

Instability:

  • Poverty:

80% live in poverty; live under $2/a day; 65 % of youth are unemployed

​

  • Ethnic Conflicts:
  • Mass killings: 1965; 1972; 1988; 1993 & several others.

​

  • Political turmoil:
  • Coups:Jul.1966; Nov. 1966; 1976; 1987; 1993; 1996.
  • Attempted coups: 1965; 2001; 2015
  • Displacement/Fleeing the country (over 2 million of people):

​

9 of 29

2. MIGRATION: Tanzania

Terence, a refugee in the Kanembwa (Tanzania) Refugee Camp, in 1998

Kanembwa Refugee Camp:

More than 50,000 Burundian refugees

Terence, 1996, a 2nd time refugee

in Tanzania

10 of 29

REFUGEE’S EDUCATION

Similar to the Burundian’s life:

  • Horrible living conditions

Very limited schools; shortage of food; unclean water; multiple diseases.

  • Education: (not compulsory)
  • High expectations
  • Very limited schools
  • Corporal punishment
  • Lack of books
  • Lack of qualified teachers

A 5th grade graduate taught 1st & 2nd graders

Education’s Goal: Unknown

​

11 of 29

3. POST-MIGRATION (US Life)

​

Why do Africans do well in the US?

  • African background
  • Level; language; bio-psychosocial exp., resiliency, persistence, etc.
  • US Stability:
  • Basic needs (food, water, clothing, housing, sleep) met.
  • US Education:
  • Education (free=elementary through high school; many books)
  • Corporal discipline (abolished)
  • Qualified, patient and supportive teachers (student’s goal=teacher’s goal)
  • Strong relationship (teacher/student)
  • Relatively easy and comprehensive courses.

Education’s Goal: NOT A JOB

​

Terence,

Chicago

12 of 29

GAP:

  • African immigrant children are placed in IEP,504, ESL (ELL) programs
  • Immigrant children are placed in classes beyond their academic levels

​

Questions:

  • Does lacking English knowledge imply mental disability?
  • Should all students advance classes even those not passing?

​

13 of 29

PURPOSE:

​

  • Explore the US programs for Sub-Saharan African immigrant children

​

  • Understand the challenges the children with low or no educational experience face in the US.

​

  • Evaluate the current US educational systems to encourage resourceful information for children with a significant academic gap

​

14 of 29

LITERATURE REVIEW:

Indicated:

  • Sub-Saharan African immigrants are increasing
  • Do well in education & contribute to the US economy.
  • Transition presents some assets and barriers:

*Most of the children go to school in the US (asset);

*Language, class level, programing, home support, and relationships are some barriers (Lo et al., 2014).

​

15 of 29

FINDINGS:

Data revealed:

  • Age plays a role in enrollment & Exit

​

  • Skipping classes has effect

​

  • Support influences success

​

  • Homework is completed at school (prior); home (post)

​

  • Instruction language matters

​

16 of 29

FINDINGS:

  • Physical discipline was split (+;-)
  • Cultural competency strengthens relationships
  • Socialization & expectation differ in educational system

Needs:

  • Specific solutions for Sub-Saharan African students.
  • Teachers’ involvement for newcomers’ integration (Lo et al., 2014).

​

17 of 29

FINDINGS:

Teacher-Student Relationship plays a role

*Positive may lead to:

  • Engagement and participation

​

  • Self-esteem; confidence; trust

​

  • Good bio-psychosocial development

(Waterford, 2020).

​

18 of 29

Teacher-Student Relationship:

*Negative may lead to:

  • Disengagement; withdraw; lack of trust
  • Absenteeism
  • Poor achievement
  • Dropout
  • Biases break relationship

It is important to know the child’s background. Avoid biases

(Waterford, 2020).

​

19 of 29

Cultural Competent Teacher:

  • Acknowledges a student’s strengths & needs

​

  • Increases a student’s trust

​

  • Chooses meaningful homework

​

  • Recognizes a student lack of home support

​

*Lack of competency may lead to student’s frustration, hopelessness, unhealthy student-teacher relationship, etc (Bang, 2011).

​

20 of 29

WHAT CAN THE US IMPROVE ON?

​

​

  • Child’s history is significant for integration:

​

Examples:

  • Education systems: Voluntary/Compulsory.

  • Free/paid education/school enrollment

​

  • Political stability/instability

​

  • Fleeing/length in settlement/abuse/neglect/family dysfunction

​

(UNESCO, 2019).

​

​

The US education system should:

​

  • Utilize individual’s assessments (academic, social, emotional, cognitive,..) for placements.

  • Ease teacher’s aid qualification

​

  • Have flexible curricula/student centered

​

  • Implement a merit based advancement

​

  • Put in a place behavioral de-escalation and suspension techniques

​

  • Ensure a sense of community in newcomers is established

​

  • Conduct home visits

​

21 of 29

FINALLY: No Generalization

Complex integration. Strategic steps:

  • Psychosocial/

academic gap recognition/Assess/fully supportive

  • Multicultural therapists
  • No immigrants generalization

​

“What works for Asian immigrant children may not work for the Sub-Saharan African children, particularly for those who present with a significant educational gap. It just can’t”.

​

(Adair & Anderson, 2015).

​

22 of 29

THANK YOU

​

​

​

QUESTIONS/COMMENTS

23 of 29

References:

Abou-Rjaily, K. and Stoddard, S. (2017). Response to intervention (RTI) for students

presenting with behavioral difficulties: Culturally responsive guiding questions. International journal of multicultural education. Vol.19, 3.

Alderson, P. (2018). How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching,

psychology, policy. London review of education,16 (2): 175-190.

All of Africa. Website, Feb. 3, 2019. Retrieved from

https://allafrica.com/misc/sitemap/countries.html

Anderson, M. (2017). Fact tank. News in numbers. African immigrant population in

the U.S. steadily climbs.

Auerbach, D.F., & Silverstein, L.B. (2003). Qualitative data: An introduction to

coding and analysis. New York: New York University Press.

Bidou, J.E., Knight, G. C., & Ndayishimiye, J.P. (1992). Status of geography.

Geography in Burundi

Bunker C., A. (2018). Guide to the education system in the United States.

Retrieved from https://isss.umn.edu/publications/USEducation

Creswell, J.W., Hanson, W.E., Clark, V.L.P., Morales, A.(2007). Qualitative research

designs: Selection and implementation. The counseling psychologist, 35(2), 236-264.

​

24 of 29

References (Cont’ed)

Edwards, D. 1. B. edwards@hawaii. ed., Okitsu, T. t. okitsu@otsuma. ac. j., Costa, R. romina.

dacosta@gmail. co., & Kitamura, Y. yuto@p. u-tokyo. ac. j. (2017). Regaining l egitimacy in the context of global governance? UNESCO, Education for All coordination and the Fallon, L. M., & Feinberg, A. B. (2017). Implementing a Tier 2 behavioral intervention in a

therapeutic alternative high school program. Preventing School Failure, 61(3), 189– 197. https://doi-org.nl.idm.oclc.org/10.1080/1045988X.2016.1254083

Forster, M., Grigsby, T. J., Unger, J. B., & Sussman, S. (2015). Associations

between Gun Violence Exposure, Gang Associations, and Youth Aggression: Implications for Prevention and Intervention Programs. Journal of Criminology, 2015, 1–8. https://doi- org.nl.idm.oclc.org/10.1155/2015/963750

Global Monitoring Report. International Review of Education / Internationale Zeitschrift Für Erziehungswissenschaft, 63(3), 403–416. https://doi-org.nl.idm.oclc.org/10.1007/ s11159- 017-9646-1

Glynn, T. J. (1981). Psychological Sense of Community: Measurement and

Application. Human Relations, 34(9), 789. https://doi org.nl.idm.oclc.org/ 10.1177/001872678103400904

Hauser, A. (2016). Wicker Park & Bucktown. Health & Wellness. Chicago gang

members explain why they’re ‘in it for life’. Retrieved from dnainfo.com

Hughes, L. A., & Short Jr., J. F. (2005). Disputes Involving Youth Street Gang

Members: Micro-Social Contexts. Criminology, 43(1), 43–76. https://doi- org.nl.idm.oclc.org/10.1111/j.0011-1348.2005.00002.x

​

25 of 29

References (Cont’ed)

Jackson, T. (2000). Equal access to education a peace imperative for Burundi.

International alert.

Kamga, S.A.D. (2011). African Human Rights Law Journal. Realising the right to

primary education in Cameroon. Center for human rights. University of Pretoria, South Africa.

Kirmayer, L. J., Narasiah, L., Munoz, M., Rashid, M., Ryder, A. G., Guzder, J. Hassan, G.

Rouseau, C. and Pottie, K. (2011). Canadian Collaboration for Immigrant and

Refugee Health (CCIRH). Common mental health problems in immigrants and refugees: general approach in primary care. CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne, 183(12), E959–E967. doi:10.1503/cmaj.090292

Kryczka, N. kryczka@uchicago. ed. (2019). Building a Constituency for Racial Integration:

Chicago’s Magnet Schools and the Prehistory of School Choice. History of Education Quarterly, 59(1), 1–34. https://doi-org.nl.idm.oclc.org/10.1017/heq.2018.4

Lo, L. (2014). Readability of individualized education programs. Presenting school

failure. 58(2),96-102.

Lofland, J., & Lofland, L.H. (1995). Analyzing social settings: A guide to qualitative

observation and analysis.

Lorenzi, J. & Batalova, J. (2022). Sub-Saharan African Immigrants in the United States. MPI: Migration Policy

Institute.  https://www.migrationpolicy.org/article/sub-saharan-african-immigrants-united-states-

2019.

McCrary, B. S. (2019). Identifying Various Gang Prevention and Intervention

Programs to Reduce Gang Violence and Understand Why Youth Join Gangs. Law Enforcement Executive Forum, 19(1), 30–34. Retrieved from

26 of 29

References (Cont’ed)

http://search.ebscohost.com.nl.idm.oclc.org/login.aspx?direct=true&db=i3h&AN=135888502&site= ehost-live&scope=site

Milsom, A., Goodnough, G., & Akos, P. (2004). School counselor contributions to the

individualized education program (IEP) process. Preventing school failure.

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for

teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141.s, pp. 89-98. Boston: Wadsworth.

Ndemanu MT, Jordan S. (2018). Culturally responsive pedagogy for african

immigrant children in US P-12 schools. Journal of Black Studies.;49(1):71-

84. doi:10.1177/0021934717736065.

Obura,A.P.(2008). Staying power: Struggling to reconstruct education in Burundi

since 1993. International institute for educational planning

Patton, M.Q., (2003). Qualitative research and evaluation methods. (3 rd ed.).

​

Rappaport, J., Davidson, W. S., Wilson, M. N., & Mitchell, A. (1975). Alternatives to Blaming the

Victim or the Environment: Our Places to Stand Have Not Moved the Earth. American

Psychologist, 30(4), 525–528. https://doi-org.nl.idm.oclc.org/10.1037/h0078449

 

Rappaport J. (1987). Terms of empowerment/exemplars of prevention: Toward a

theory for community psychology. American Journal of Community

Psychology. 1987;15(2):121-148. 

Rauscher, E. (2015). Educational Expansion and Occupational Change: US

Compulsory Schooling Laws and the Occupational Structure 1850-

​

27 of 29

References (Cont’ed)

1930. Social Forces, 93(4), 1397–1422. https://doi-

org.nl.idm.oclc.org/10.1093/sf/sou127

Renzulli, L. A., Parrott, H. M., & Beattie, I. R. (2011). Racial Mismatch and School Type: Teacher

Satisfaction and Retention in Charter and Traditional Public Schools. Sociology of Education, 84(1), 23–48. https://doi-org.nl.idm.oclc.org/10.1177/0038040710392720

Schilling, J. (2006). “On the pragmatics of qualitative assessment: Designing the

process for content analysis,” European journal of psychological Assessment (22:1), 28-37.

Schnur, B. (1999). A newcomer’s high school. For immigrant youngsters, liberty

high school offers an education that prepares them to succeed in their new country.

Schroeter, S. and James,C. E (2015). “We’re here because we’re black”: The

schooling experiences of French-speaking African-Canadian students

with refugee backgrounds. Race, ethnicity and education. Vol. 18. 1. P. 20-39.

Sivan, A. B., Koch, L., Baier, C., & Adiga, M. (1999). Refugee Youth at Risk: A

Quest for Rational Policy. Children’s Services: Social Policy, Research & Practice, 2(3), 139–158. https://doi-org.nl.idm.oclc.org/10.1207/s15326918cs0203_2

 

Smaller, M. (2013). The Plague of Bullying: In the Classroom, the Psychoanalytic Institute, and on

28 of 29

References (Cont’ed)

the Streets. Psychoanalytic Inquiry, 33(2), 144–152. https://doi-org.nl.idm.oclc.org/ 10.1080/07351690.2013.764705

 Spiel, C. F., Evans, S. W., & Langberg, J. M. (2014). Evaluating the content of

Individualized Education Programs and 504 Plans of young adolescents with attention deficit/hyperactivity disorder. School Psychology Quarterly, 29(4), 452–468. https://doi

org.nl.idm.oclc.org/10.1037/spq0000101

Titeca, K., & de Herdt, T. (2011). Real governance beyond the ‘failed state’:

Negotiating education in the Democratic Republic of the Congo. African Affairs, 110(439), 213–231. https://doi-org.nl.idm.oclc.org/10.1093/afraf/adr005

Toyi, M.-T. (2016). Ethnic Conflict in Burundi. Matatu: Journal for African Culture

& Society, 48(2), 403–417. Retrieved from https://doi- org.nl.idm.oclc.org/ 10.1163/18757421-04802010

UNHCR/USA. The UN refugee agency. Tanzania: Burundian refugees to be

resettled in USA. Retrieved from http://www.unhcr.org/en-

us/news/briefing/2007/5/464d78ccd/tanzania-burundian-

refugees-resettled-usa.html

United States Department of Education. Office of special education and rehabilitative

Services. Web. Nov. 2, 2018. Retrieved from http://ed.gov

U.S. Department of State. Diplomacy in action. Proposed refugee admissions

​

29 of 29

References (Cont’ed)

for fiscal year 2018. Report. October 4, 2018. Retrieved from https://www.state.gov/j/ prm/releases/docsforcongress/274613.htm

/topics/immigration/report.aspx

Valesco, J.R. de. & Fix, M. (2000). Overlooked & Underserved. Immigrant students in

U.S. secondary schools. Qualitative research methods: A data collectors' field guide.

Vasquez, M. J. T. (2012). American Psychological Association, Presidential Task

Force on Immigration. Crossroads: The psychology of immigration in the new century. Retrieved from http://www.apa.orgWay, N. (2005). Striving for engagement: Reflections from a qualitative researcher.

Journal of adolescent research, 20(5), 531-537.

Wilkerson, K. L. 1. klwilkerson@wisc. ed., Min-Chi Yan2, yan@nsuok. ed., Perzigian, A. B. 3. A.

P. ed., & Cakiroglu, O. cakirogluorhan@gmail. co. (2016). Supplementary Reading Instruction in Alternative High Schools: A Statewide Survey of Educator Reported Practices and Barriers. High School Journal, 99(2), 166–178. https://doi-org.nl.idm.oclc.org/10.1353/hsj.2016.0000

Wolfe,H., Mcdonald,S., Nindorera, E., Mcclintock, E.,Lempereur, A.,

Nsengimana, F., Rumeau, N. and Blair,A. (2004). Rebuilding peace and

state capacity in war-torn Burundi. The round table, Vol. 93, 375, 457-467

Zirkel A., P. (2017). RTI and other approaches to SLD identification under the IDEA:

A legal update.

​