Mary Mendenhall
Biographic Data
| ID | 1584563 |
|---|---|
| NAME | Mary Mendenhall |
| GIVEN NAMES | Mary |
| FAMILY NAME | Mendenhall |
| SIGNATURE | MENDENHALL M |
| AFFILIATIONS | Columbia University |
| ORCID | 0000-0002-0882-1992 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 63 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Governing Refugee Education Through Pay: Teacher Compensation, Precarity, and Policy Control in Forced Displacement Contexts
In forced displacement contexts, refugee education is often governed through hybrid arrangements that blend national education systems with humanitarian financing and bordering regimes. While scholarship typically focuses on student enrollment and learning outcomes, less attention has been paid to how education is governed through teachers’ work and compensation. This study integrates and compares data from three interrelated research studies, in…
Urban Refugees’ Educational Access in Kenya: Policy Contradictions and Implementation Gaps amid National Insecurity and Rising Xenophobia
At the nexus of the global policy push for inclusion of refugees into national education systems, steady urbanization trends among refugee and migrant populations, and rising xenophobia toward refugees, our study examines how refugee, national security, and education policies intersect to help or hinder urban refugee children’s access to education in Kenya. We draw on semistructured interviews with humanitarian, government, and school-level actor…
Thinking across Research on Migration and Education: An Introduction
Participatory approaches for strengthening teacher professional development in refugee settings: Successes and limitations
This article presents critical reflections on a teacher professional development initiative in Kakuma refugee camp and Kalobeyei settlement in Kenya. Drawing on critical development studies, it examines the successes and limitations of efforts to facilitate a community-based participatory process that aims to respond to local refugee teachers' needs while simultaneously developing training materials as a global good. It points to the influences o…
National Inclusion Policy Openings/Barriers for Refugee Teachers: Critical Reflections from Kenya
Many refugee teachers toil for years with little support, inadequate working conditions, and unliveable wages, all while facing ‘unknowable futures’ (Dryden-Peterson 2017) about their ability to continue working as teachers. The current push for inclusion of refugees into national education systems has created policy openings for the inclusion of refugee teachers. Drawing on interviews with refugee teachers in Kakuma refugee camp and critical pol…
My teachers make me feel alive’: The contribution of student-teacher relationships to student well-being in accelerated education programmes in South Sudan and Uganda
Student-teacher relationships are a key element of schooling that affect students’ well-being. This is especially true in conflict-affected contexts. However, there is little research on which dimensions of the relationship are most important for student well-being in such contexts, and even fewer studies deploying cross-country methodology. This study addresses that gap by drawing from multi-site comparative case studies including interviews wit…
I always take their problem as mine” – Understanding the relationship between teacher-student relationships and teacher well-being in crisis contexts
Teachers as agents of change: Positive discipline for inclusive classrooms in Kakuma refugee camp
Refugee children have often witnessed or experienced trauma, violence, and death. While conflict harms the psychosocial well-being and emotional development of children, an inclusive educational environment can serve as a safe haven for refugee students. Drawing on qualitative data collected between 2015–2017 in Kakuma refugee camp in Kenya, including 81 semi-structured interviews and extensive feedback gathered during teacher training workshops,…
Teachers for Teachers: Advocating for Stronger Programs and Policies for and with Refugee Teachers in Kakuma Refugee Camp, Kenya (Dispatch)
Academic and Extracurricular Support for Refugee Students in the US: Lessons Learned
This article examines students' experiences as resettled refugee and asylee students in international schools in New York City. Specifically, it looks at how teachers and school leaders provide critical academic and extracurricular support to facilitate students' adjustment to academic environments that differ markedly from those compared in their countries of origin or the countries of asylum visited prior to their arrival in the United States. …
Culture in acculturation: Refugee youth’s schooling experiences in international schools in New York City
If You Need Help, They are Always There for us”: Education for Refugees in an International High School in NYC
Education sustainability in the relief-development transition: Challenges for international organizations working in countries affected by conflict
If You Need Help, They are Always There for us”: Education for Refugees in an International High School in NYC
Academic and Extracurricular Support for Refugee Students in the US: Lessons Learned
This article examines students' experiences as resettled refugee and asylee students in international schools in New York City. Specifically, it looks at how teachers and school leaders provide critical academic and extracurricular support to facilitate students' adjustment to academic environments that differ markedly from those compared in their countries of origin or the countries of asylum visited prior to their arrival in the United States. …
Culture in acculturation: Refugee youth’s schooling experiences in international schools in New York City
National Inclusion Policy Openings/Barriers for Refugee Teachers: Critical Reflections from Kenya
Many refugee teachers toil for years with little support, inadequate working conditions, and unliveable wages, all while facing ‘unknowable futures’ (Dryden-Peterson 2017) about their ability to continue working as teachers. The current push for inclusion of refugees into national education systems has created policy openings for the inclusion of refugee teachers. Drawing on interviews with refugee teachers in Kakuma refugee camp and critical pol…
I always take their problem as mine” – Understanding the relationship between teacher-student relationships and teacher well-being in crisis contexts
Teachers as agents of change: Positive discipline for inclusive classrooms in Kakuma refugee camp
Refugee children have often witnessed or experienced trauma, violence, and death. While conflict harms the psychosocial well-being and emotional development of children, an inclusive educational environment can serve as a safe haven for refugee students. Drawing on qualitative data collected between 2015–2017 in Kakuma refugee camp in Kenya, including 81 semi-structured interviews and extensive feedback gathered during teacher training workshops,…
Education sustainability in the relief-development transition: Challenges for international organizations working in countries affected by conflict
My teachers make me feel alive’: The contribution of student-teacher relationships to student well-being in accelerated education programmes in South Sudan and Uganda
Student-teacher relationships are a key element of schooling that affect students’ well-being. This is especially true in conflict-affected contexts. However, there is little research on which dimensions of the relationship are most important for student well-being in such contexts, and even fewer studies deploying cross-country methodology. This study addresses that gap by drawing from multi-site comparative case studies including interviews wit…
Teachers for Teachers: Advocating for Stronger Programs and Policies for and with Refugee Teachers in Kakuma Refugee Camp, Kenya (Dispatch)
Education sustainability in the relief-development transition: Challenges for international organizations working in countries affected by conflict
Culture in acculturation: Refugee youth’s schooling experiences in international schools in New York City
If You Need Help, They are Always There for us”: Education for Refugees in an International High School in NYC
Teachers for Teachers: Advocating for Stronger Programs and Policies for and with Refugee Teachers in Kakuma Refugee Camp, Kenya (Dispatch)
Academic and Extracurricular Support for Refugee Students in the US: Lessons Learned
This article examines students' experiences as resettled refugee and asylee students in international schools in New York City. Specifically, it looks at how teachers and school leaders provide critical academic and extracurricular support to facilitate students' adjustment to academic environments that differ markedly from those compared in their countries of origin or the countries of asylum visited prior to their arrival in the United States. …
Teachers as agents of change: Positive discipline for inclusive classrooms in Kakuma refugee camp
Refugee children have often witnessed or experienced trauma, violence, and death. While conflict harms the psychosocial well-being and emotional development of children, an inclusive educational environment can serve as a safe haven for refugee students. Drawing on qualitative data collected between 2015–2017 in Kakuma refugee camp in Kenya, including 81 semi-structured interviews and extensive feedback gathered during teacher training workshops,…
I always take their problem as mine” – Understanding the relationship between teacher-student relationships and teacher well-being in crisis contexts
Participatory approaches for strengthening teacher professional development in refugee settings: Successes and limitations
This article presents critical reflections on a teacher professional development initiative in Kakuma refugee camp and Kalobeyei settlement in Kenya. Drawing on critical development studies, it examines the successes and limitations of efforts to facilitate a community-based participatory process that aims to respond to local refugee teachers' needs while simultaneously developing training materials as a global good. It points to the influences o…
National Inclusion Policy Openings/Barriers for Refugee Teachers: Critical Reflections from Kenya
Many refugee teachers toil for years with little support, inadequate working conditions, and unliveable wages, all while facing ‘unknowable futures’ (Dryden-Peterson 2017) about their ability to continue working as teachers. The current push for inclusion of refugees into national education systems has created policy openings for the inclusion of refugee teachers. Drawing on interviews with refugee teachers in Kakuma refugee camp and critical pol…
My teachers make me feel alive’: The contribution of student-teacher relationships to student well-being in accelerated education programmes in South Sudan and Uganda
Student-teacher relationships are a key element of schooling that affect students’ well-being. This is especially true in conflict-affected contexts. However, there is little research on which dimensions of the relationship are most important for student well-being in such contexts, and even fewer studies deploying cross-country methodology. This study addresses that gap by drawing from multi-site comparative case studies including interviews wit…
Thinking across Research on Migration and Education: An Introduction
Urban Refugees’ Educational Access in Kenya: Policy Contradictions and Implementation Gaps amid National Insecurity and Rising Xenophobia
At the nexus of the global policy push for inclusion of refugees into national education systems, steady urbanization trends among refugee and migrant populations, and rising xenophobia toward refugees, our study examines how refugee, national security, and education policies intersect to help or hinder urban refugee children’s access to education in Kenya. We draw on semistructured interviews with humanitarian, government, and school-level actor…
Governing Refugee Education Through Pay: Teacher Compensation, Precarity, and Policy Control in Forced Displacement Contexts
In forced displacement contexts, refugee education is often governed through hybrid arrangements that blend national education systems with humanitarian financing and bordering regimes. While scholarship typically focuses on student enrollment and learning outcomes, less attention has been paid to how education is governed through teachers’ work and compensation. This study integrates and compares data from three interrelated research studies, in…
Political science (12 works) · Education and experiences of immigrants and refugees (11 works) · Sociology (10 works) · Refugee (9 works) · Migration, Health and Trauma (8 works) · Pedagogy (7 works) · Psychology (6 works) · Migration, Refugees, and Integration (5 works) · Public relations (5 works) · Social science (5 works)