Creative Commons License
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Date of Graduation
5-11-2023
Document Type
Thesis
Degree Name
Master of Education (MEd)
Department
Department of Educational Foundations and Exceptionalities
Advisor(s)
Stephanie Wasta
Katy Koubek
Ruthie Bosch
Abstract
This phenomenological qualitative research study examined the experiences of two immigrant high school students in terms of adaptation, integration, academic performance, and challenges they encountered in U.S. schools. These participants have been in the United States for three years and come from Jordan and Honduras. Semi-structured interviews and the researcher’s journal served as the study’s primary data sources. Two interview sessions were conducted with the participants at their school. The findings revealed that a variety of elements, including school support, such as counselors and the option to select courses, teacher support, and a diverse student body had a positive impact on these individuals’ adaptation and integration. Some factors that had an impact on these participants’ performance involved family support, teacher guidance, and self-motivation. Finally, the research also revealed the challenges these participants experienced, which were language barriers, difficulties making friends, and peer bullying. Limitations and future research are provided.
Recommended Citation
Nebihu, Xixellonje, "Living between two worlds: Learning about high school immigrant students’ experiences in the United States: A phenomenological qualitative study" (2023). Masters Theses, 2020-current. 196.
https://commons.lib.jmu.edu/masters202029/196
