[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600550-105":59,"doc-detail-600550-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","roots-routes-a-re-imagining-of-refugee-identity-constructions-and-the-implications-for-schooling","Roots & Routes: A re-imagining of refugee identity constructions and the implications for schooling","","Refugees’ expected “adaptation” to U.S. society carries significant consequences for satisfaction and fulfillment in schooling, and this effect is intensified when refugees are subsumed under broader “immigrant” categories. Using excerpts from an experiential qualitative study of fifteen adolescent Bosnian female refugees in New York City schools, the work proposes an alternative identity paradigm—“roots & routes”—highlighting how students consciously balance ethnic and new national identities. The paradigm supports a holistic view of refugee schooling experiences and addresses patterns of reported isolation despite high academic achievement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/roots-routes-a-re-imagining-of-refugee-identity-constructions-and-the-implications-for-schooling/600550/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/roots-routes-a-re-imagining-of-refugee-identity-constructions-and-the-implications-for-schooling/600550.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article identify in how refugees are studied in U.S. schooling contexts?","Question",{"text":112,"@type":113},"It argues that assumptions about refugees’ “adaptation” and the common umbrella framing of refugees within “immigrant” studies distort how schooling experiences are understood and addressed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article develop its alternative identity paradigm?",{"text":117,"@type":113},"It draws on an experiential qualitative study of fifteen adolescent Bosnian female refugees in New York City schools to articulate “roots & routes,” explaining how refugees balance ethnic and new national identities.",{"name":119,"@type":110,"acceptedAnswer":120},"What educational difference does the background section note between refugees and immigrants?",{"text":121,"@type":113},"Studies cited in the background report consistently higher academic success among refugees than among immigrants, suggesting that the circumstances of flight and exit contexts shape educational transitions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600550,1792165611,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Roots & Routes:  \nA re-imagining of refugee identity constructions and the implications for schooling  \nJacqueline Mosselson, Ph.D.  \nCenter for International Education  \nUniversity of Massachusetts Amherst  \nAbstract  \nThe ways in which refugees are assumed to adapt to United States society have serious consequences on their enjoyment and fulfillment in their schooling experiences. This is further compounded by the incorporation of refugees under a more general umbrella of \"immigrant\"studies. Here, excerpts are shared from an experiential study of fifteen adolescent Bosnian female refugees in New York City schools to articulate an alternative identity paradigm, roots & routes, which captures the ways in which refugees consciously balance their ethnic and new national identities in understanding themselves, their lives, and how they represent themselves to others. This paradigm enables a more holistic view of refugee experiences in schools. It allows one to see the individual experiences of refugees who are often high academic achieversand assumed by their teachers to be \"adapted\" while actually still reporting relatively high rates of isolation.  \nIntroduction  \nScholars and practitioners in the field of comparative and international education, especially in the United States, have recently turned their attention towards the extent to which immigrants and their schools and families need to adapt to or accommodate each other's needs. In this article, I posit that before we can address this issue, we need to question assumptions of\"adaptation,\" \"accommodation\" and especially \"assimilation\" to view the processes at work for the students in question. Further, I problematize the use of the term \"immigrant\" as an umbrella term that includes refugees and sometimes even non-immigrant minority groups. I discuss these points through an analysis of data collected in a qualitative study of the experiences of relocation and schooling of fifteen female adolescents from Bosnia in New York City. Ultimately, I argue for a re-imagined paradigm of identity constructions in exile that breaks from the linear and sequential paradigms of traditional psychology towards recognizing individual growth and experiences. I then delve into the implications of this new paradigm in a study of refugee academic achievement and behaviors in the classroom, discussing my notion of Masks of Achievement.  \nBackground  \nDespite an influx of refugees into the United States during the last few decades, there has not been a parallel growth in the study of refugees in the U.S. (Ahearn & Athey, 1991), with most studies remaining under the rubric of \"immigrant\" studies. Ethnic studies of refugees overlook developmental processes and subjective experiences, while psychological approaches neglect cultural issues in identity formations. Refugees are a product of conflicts in international,  \n© 2006 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED Current Issues in Comparative Education, Vol. 9(1)  \nRoots & Routes: A re-imagining of refugee identity constructionsand the implications for schooling  \nnational, and regional politics, and the reception of refugees in host countries is also influenced by international, national, and regional politics. Both refugees and immigrants have similar experiences; all newcomer children are in direct confrontation with the language and culture of the new land and must learn to balance or reconcile previously held beliefs and values with the norms of their new societies (Kaprielian-Churchill & Churchill, 1994) . There remains a fundamental difference between the situations of immigrants and refugees. Immigrants exercise a measure of control over their futures as they prepare and plan for emigration. Refugees, in contrast, are compelled to leave their home and homeland usually by force and often on short notice. They have little choice about where they go and typically never have the possibil","cbCaifNviP01Auul","https://ap.wps.com/l/cbCaifNviP01Auul","pdf",136628,"English","# Abstract\n# Introduction\n# Background","[{\"question\":\"What problem does the article identify in how refugees are studied in U.S. schooling contexts?\",\"answer\":\"It argues that assumptions about refugees’ “adaptation” and the common umbrella framing of refugees within “immigrant” studies distort how schooling experiences are understood and addressed.\"},{\"question\":\"How does the article develop its alternative identity paradigm?\",\"answer\":\"It draws on an experiential qualitative study of fifteen adolescent Bosnian female refugees in New York City schools to articulate “roots \\u0026 routes,” explaining how refugees balance ethnic and new national identities.\"},{\"question\":\"What educational difference does the background section note between refugees and immigrants?\",\"answer\":\"Studies cited in the background report consistently higher academic success among refugees than among immigrants, suggesting that the circumstances of flight and exit contexts shape educational transitions.\"}]","Roots & Routes: A re-imagining of refugee identity constructions and the implications for schooling | PDF",1792090915,25]