Intersectionality: Experiences of Gender Socialization and Racialization for Iraqi Students Resettled in the United States
Meyer, Sarah R.
|Keywords:||gender;refugees;adolescence;intersectionality;Iraq;education in emergencies|
|Publisher:||Inter-agency Network for Education in Emergencies|
|Citation:||Cohen, Flora, Sarah R. Meyer, Ilana Seff, Cyril Bennouna, Carine Allaf, and Lindsay Stark. 2022. “Intersectionality: Experiences of Gender Socialization and Racialization for Iraqi Students Resettled in the United States.” Journal on Education in Emergencies 8 (2): 111-38. https://doi.org/10.33682/1xf5-ef54.|
|Series/Report no.:||Volume 8;Number 2|
|Abstract:||Individuals from conflict-affected countries, such as Iraq, face formidable challenges when they resettle in the United States. Drawing from intersectionality theory, we explore the lived experiences of adolescent boys and girls from Iraq who have resettled in Texas and Virginia. In this qualitative study, we focus on the school as an institution that is positioned to enforce, or to combat, systemic and interpersonal inequalities among young refugees, especially in terms of gender and race. Our thematic analysis identifies the ways their interactions with teachers, peers, and family in the school context have shaped the socialization of these adolescent boys and girls from Iraq. The study findings reflect the importance of understanding how education settings can affect the intersectional experiences of conflict-affected youth who have resettled in the United States.|
|Rights:||The Journal on Education in Emergencies, published by the Inter-agency Network for Education in Emergencies (INEE), is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.|
|Appears in Collections:||Volume 8, Number 2|
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