Friends through school and family: Refugee girls’ talk about friendship formation

Bergnéhr, Disa; Aronson, Olov; Enell, Sofia

doi:10.1177/0907568220923718

Cited by 12 publications

(13 citation statements)

References 39 publications

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“…There may be different reasons for this: It may be due to living in the same areas, better possibilities of understanding each other's language, or a sense of social closeness due to shared experiences of migration and belonging to a minority as it has been demonstrated in other studies (cf. Bergnehr et al, 2020;Maegusuku-Hewett et al, 2007). Regardless of the possible reasons, this finding is nonetheless particularly informative, because it indicates that children with a migration background are evidently important gatekeepers who provide refugee children with access to social networks.…”

Section: Discussionmentioning

confidence: 85%

How Children in Germany Experience Refugees: A Contribution From Childhood Studies

2021

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This paper deals with perceptions, encounters and experiences of children with refugees and refugee children in Germany. It is based on the Fourth World Vision Children Study, which is regularly conducted in Germany since 2007. The study is based on a representative survey among 6- to 11-year-old children, which was combined with qualitative case studies and focuses on children´s well-being, their fears, their concerns as well as their attitudes toward other societal groups and contemporary political issues. For the survey of the Fourth World Vision Children Study, in the questionnaire there were also items included which should allow collecting data on children´s encounters and experiences with refugees, and particularly refugees who are their peers. This paper presents the approach taken in the study and how it is embedded conceptually in childhood studies before reporting and discussing selected findings on the experiences of children in Germany with refugees in their neighbourhood and among their peers. The findings presented in this paper refer to contact as well as interactions and opportunities for establishing friendships between refugee and non-refugee children. This is followed by a discussion of the implications these findings have in terms of consequences for supporting refugee children when arriving at Germany. In the conclusion, we will finally point out the implications of our study for the broader field of childhood studies in social sciences.

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Section: Discussionmentioning

confidence: 85%

How Children in Germany Experience Refugees: A Contribution From Childhood Studies

2021

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“…Alongside this parental support, Bergnehr et al. (2020) also found that for young Syrian and Iraqi refugee women in Sweden, relatives of a similar age were the most trusted and valued friends they could have. Having supportive relatives of a similar age who also attend school can be a powerful influencing factor for continuing their education.…”

Section: Resultsmentioning

confidence: 99%

“…Having friends at school, whether from the same migratory or ethnic background or not, has been said to provide ‘a sense of safety and contentedness’ for refugee girls (Bergnehr et al., 2020, p. 536). Indeed, the same was found to be true of adult refugee women in Türkiye: when they had a higher level of perceived social support, they were less likely to feel hopeless (Çankaya et al., 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Indeed, in Türkiye, Fincham (2020) cites young Syrian refugee women who describe how the war in Syria transformed social relations, changing how women and their families perceived (especially higher) education, and making parents more willing to permit their daughters to further their studies. Alongside this parental support, Bergnehr et al (2020) also found that for young Syrian and Iraqi refugee women in Sweden, relatives of a similar age were the most trusted and valued friends they could have. Having supportive relatives of a similar age who also attend school can be a powerful influencing factor for continuing their education.…”

Section: Family-related Factorsmentioning

confidence: 90%

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Refugees' gendered experiences of education in Europe since 2015: A scoping review

Hunt,

Aleghfeli,

McIntyre

et al. 2023

Review of Education

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This scoping review aims to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunities and outcomes. As a response, a scoping review was conducted to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. This review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill the gaps in knowledge about gender‐related post‐migration experiences of refugees and displaced individuals who have arrived in Europe. The review includes studies that focus on educational services for refugees in Europe and uses a meta‐ethnographic synthesis approach to data analysis and synthesis. Using a socio‐ecological framework, it was found that at the individual level, access and progression were shaped by previous educational attainment, health issues, survival tactics and future aspirations; at the micro‐level, by relationships with family, educators and peers; at the meso‐level, by public perceptions of refugee learners and home‐school interactions; and at the macro‐level, by administrative barriers, the asylum system, socio‐economic factors and the tailored opportunities and community support available. The majority of the studies referred to the experiences of women and girls.

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“…In migration research, it has also been commonplace to turn to children and youth and their perspectives to get insights into transnationalism and belongingness (see e.g. Bergnehr et al, 2020; Brocket, 2018; Katartzi, 2017, 2018; McDonnell, 2021). In research on transnationalism – and on being descendants of migrants in particular – I see a similar trend, and there has been a tendency to focus on the perspectives of youth in their late teens (Anthias, 2002; Toivanen, 2019; Ueda, 2002) and young adults in their twenties and thirties (Fouron & Glick‐Schiller, 2002; Kibriua, 2002; Runfors, 2016; Smith, 2002; Vickerman, 2002; Wolf, 2002), or both (Kasinitz et al, 2002; Levitt, 2002; Louie, 2002).…”

Section: Introductionmentioning

confidence: 99%

Disentangling the transnational belongingness of children in and beyond a Danish school

Jensen

2022

Studies Ethnicity & National

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The aim of this study is to unravel the multifaceted sentiments of belonging which children who are born in Denmark but whose parents have direct personal experiences of transnational migration can have within and beyond the Danish comprehensive public school system. The empirical basis of the study stems from fieldwork at one school in Denmark and consists primarily of interviews with children (n = 19). This study shows how language, religion, and the countries of birth of the children’s parents play very different roles in the children’s narratives of belonging, which, in turn, indicate that the school to varying degrees accommodates the transnational aspects of children’s lives according to how well they fit into the ‘Danishness’ that the school prescribes. The paper concludes by considering ways forward to better understand and counteract tendencies towards alienation, which schools’ handling of the transnational aspects of children’s lives might entail.

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Friends through school and family: Refugee girls’ talk about friendship formation

Cited by 12 publications

References 39 publications

How Children in Germany Experience Refugees: A Contribution From Childhood Studies

How Children in Germany Experience Refugees: A Contribution From Childhood Studies

Refugees' gendered experiences of education in Europe since 2015: A scoping review

Disentangling the transnational belongingness of children in and beyond a Danish school

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