Lisa Dorner
Biographic Data
| ID | 273276 |
|---|---|
| NAME | Lisa Dorner |
| GIVEN NAMES | Lisa |
| FAMILY NAME | Dorner |
| SIGNATURE | DORNER L |
| AFFILIATIONS | University of Missouri |
| ORCID | 0000-0002-4314-6064 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 337 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 7 |
Navigating New Beginnings: A Study of State-Level Grant Funding Support for K-12 Refugee Education
In 2022, the federal government initiated two grant programs geared to enhance education specifically for Afghan and Ukrainian populations: the Afghan Refugee School Impact and Support to Schools supplements, both part of the Refugee School Impact (RSI) program. In Missouri, the context of our research, RSI funding has been coordinated by a non-profit organization, the Missouri Office for Refugee Administration (MO-ORA). In partnership with MO-OR…
Language Brokering Over Time: A Study of Citizenship Becoming Through a Transliteracies Framework
This paper integrates theories and research from the fields of transliteracies and language brokering to understand the language and literacy experiences of bilingual youth who grew up in Mexican immigrant families. Analyzing data from three interrelated studies that used ethnographic research methods to understand the language brokering of Mexican-American immigrant youth in Chicago from 2000–2010, we asked: How do language brokers negotiate div…
Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For
This mixed methods study examined how a National Professional Development Grant project's first cohort (2018–2020) in the Midwest impacted mostly White and monolingual inservice teachers who work with emergent bilingual learners (EBLs). Two research questions (RQs) guided this study: RQ1 : What were the inservice teachers English language ideologies and their confidence in teaching EBLs after they completed professional development on racially, l…
From Attendance to Collaboration: Contextual Differences in Teacher Perceptions of Multilingual Family Engagement
Background/Context: There is a growing need for schools to examine the best ways of working with immigrant and multilingual families, as it is ever more likely that all teachers will work with multilingual newcomers and their children during their career. However, teachers often view multilingual families in deficit ways, and many teachers lack experience in designing culturally responsive school–family partnerships. Although professional develop…
Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment
Across the United States, cities like St. Louis may be perceived as predominantly Black/White and monolingual. In such places, there are often few state resources and expertise driving the new growth of dual language bilingual education (DLBE)—that is, policies and programs that aim to develop students' bilingualism and biculturalism from an early age. Moreover, research rarely explores how DLBE programs develop within particular racial and polit…
The expropriation of dual language bilingual education: Deconstructing neoliberalism, whitestreaming, and English-hegemony
A growing body of research has demonstrated that neoliberal discourses have negatively impacted dual language bilingual education (DLBE) for students designated as English learners. This study uses the concept of expropriation to refer to the co-opting and dispossessing of educational resources, opportunities, and rights from language-minoritized communities, and a shift to the reframing and reuse of these resources by white English-privileged po…
Conceptualizing community translanguaging through a family literacy project
This article examines translanguaging that occurs in and as a community. Expanding the notion of translanguaging, we conceptualize community translanguaging as collaborative meaning-making among children, their family and community members, and their collective semiotic resources. Using a family literacy project as the research site, this article showcases how participating families built (on) cultural and semiotic wealth beyond the individual’s …
Now it’s all upper-class parents who are checking out schools”: Gentrification as coloniality in the enactment of two-way bilingual education policies
The neoliberal discourse in Latin American higher education: A call for national development and tighter government control
Using critical discourse analysis (CDA), we explored how educational leaders and policymakers in Mexico, Peru, Chile, and Argentina address complex issues while responding to – and in fact, developing – broader understandings (discourses) on the role of higher education in Latin America. Fairclough’s (1993) theory of discourse underscores that language is a social practice, socially and historically situated, and encompassing social identities, r…
Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur: Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education
Georgia and North Carolina are part of what some call the New Latinx South, a region where Latinx populations more than doubled recently. Both states have struggled to educate language minoritized students (evidenced by low graduation rates), yet are among the top three states for numbers of dual language (DL) programs in the Southeast. This model integrates English speakers and speakers of a minoritized language to promote biliteracy for all, di…
School District Responses to Cultural and Linguistic Change: Competing Discourses of Equity, Competition, and Community
Framed by theories and methods from critical discourse analysis and social semiotics, this comparative case study of six Missouri school systems asked: How do school districts represent and address their changing communities? Discourses of equity, language, identity, and demographic change were examined across school system websites, mission statements, and policies. Analyses showed that all cases except for one White rural district highlighted t…
Equity for Students Learning English in Dual Language Bilingual Education: Persistent Challenges and Promising Practices
This special issue of TESOL Quarterly examines the equity challenges and promises of dual language bilingual education (DLBE) for students learning English as an additional language. As demographic change and transnational connections develop more awareness and desire for multilingualism, there has been an explosion of DLBE in schools throughout the world. Although research confirms the effectiveness of well‐implemented dual language programs, st…
Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education
Two-way dual language (TWDL) bilingual education programs share 3 core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth core goal: Critical consciousness. Although TWDL programs are designed to integrate students from diverse language, culture and race backgrounds, equity is unfortunatelystill a challenge in TWDL classrooms and schools. We argue that centering critical consciou…
Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces
This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWI programs are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program…
Everybody kind of looked at me like I was from Mars: ’ Preparing Educators Through Qualitative Service-Research Projects
Skills developed through qualitative research and community partnerships can be essential for developing education students’ cultural competency and understandings about diverse student populations. Toward this end, we developed a qualitative ‘service-research’ project in a teacher education course focused on child development, whereby undergraduate students examined the racial, linguistic, religious, and migration experiences of youth in St. Lou…
From Relating to (Re)Presenting: Challenges and Lessons Learned From an Ethnographic Study With Young Children
This article advances the conversation on conducting ethical research with children by examining the process and products of a longitudinal ethnographic study about the implementation of a new bilingual policy in one midwestern school district. Framed by "procedural ethics" and "ethics in practice," and drawing from earlier considerations of power and representation, this re-analysis considers the following: What activities were designed to elici…
From global jobs to safe spaces: The diverse discourses that sell multilingual schooling in the USA
While much research has demonstrated that English-only rhetoric negatively affects bilingual education for the children of US immigrants, few studies have examined the local negotiations and discourses that shape the development of multilingual programming for English-speaking students. Across the USA, educational leaders and policy-makers today struggle to develop language programs and explain the benefits of multilingualism. To examine these ch…
The Life Course and Sense-Making: Immigrant Families’ Journeys Toward Understanding Educational Policies and Choosing Bilingual Programs
Implementing policies relies on their design, the will and capacity of implementors, the organizations within which implementation occurs, and individuals’ interpretations. Despite the fact that families’ decisions are critical to the successful implementation of educational programs, however, few studies examine their sense-making processes. Using life course theories, this ethnographic study examines how historical time and place and developmen…
US Immigrants and Two-Way Immersion Policies: The Mismatch between District Designs and Family Experiences
English and Spanish ‘para un futuro’ – or just English? Immigrant family perspectives on two-way immersion
This article considers immigrants' perspectives on language immersion education. Data are drawn from a longitudinal research project that examined one suburban school district's construction of a two-way immersion (TWI), bilingual education policy. Analyses focus on 18 months of participant observation with six Mexican immigrant families who had at least one child in TWI. Framed by the language policy and planning literature as well as the study …
It's One of Those Things That You Do to Help the Family”: Language Brokering and the Development of Immigrant Adolescents
This article examines how immigrant adolescent development is shaped by the cultural and linguistic practice of language brokering. Framed by theories on interdependent/independent developmental scripts, the changing experiences and views of 12 Latino/a children of U.S. immigrants over 5 years were analyzed. It was found that translating is a relational, interdependent activity in which adolescents both help and receive help from family members. …
I Helped My Mom,” and It Helped Me: Translating the Skills of Language Brokers into Improved Standardized Test Scores
This study illustrates the regularity with which the children of mostly Mexican immigrants in Chicago interpret languages and cultural practices for their families. It also tests the hypothesis, generated from qualitative research, that such “language brokering” is related to academic outcomes. Using data collected from a subset of children ($$n=87$$), longitudinal regression models, which controlled for early school performance, showed that high…
In Other Words: Translating or “Para‐Phrasing” as a Family Literacy Practice in Immigrant Households
S In this article we report on ethnographic research that explores the range of ways in which Spanish‐English bilingual immigrant youth interpret English language texts for their families. Drawing on participant observation in the homes and classrooms of 18 young adolescents who serve as interpreters for their families, 86 transcripts of theseinterpreters' oral Spanish translations of English texts, and 95 journal entries written by the youth abo…
Accessing Assets: Immigrant Youth's Work as Family Translators or 'Para-Phrasers
Drawing on a mixed-method program of research including the survey responses of 236 Spanish-speaking children, as well as extensive interviews, participant observation, and audiotaped data gathered in four different communities, we unpack the ways in which bilingual youth use their knowledge of English and U.S. cultural/institutional practices to speak, listen, read, write, and do things for their immigrant parents, mostly from Mexico. We demonst…
Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education
Two-way dual language (TWDL) bilingual education programs share 3 core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth core goal: Critical consciousness. Although TWDL programs are designed to integrate students from diverse language, culture and race backgrounds, equity is unfortunatelystill a challenge in TWDL classrooms and schools. We argue that centering critical consciou…
Accessing Assets: Immigrant Youth's Work as Family Translators or 'Para-Phrasers
Drawing on a mixed-method program of research including the survey responses of 236 Spanish-speaking children, as well as extensive interviews, participant observation, and audiotaped data gathered in four different communities, we unpack the ways in which bilingual youth use their knowledge of English and U.S. cultural/institutional practices to speak, listen, read, write, and do things for their immigrant parents, mostly from Mexico. We demonst…
It's One of Those Things That You Do to Help the Family”: Language Brokering and the Development of Immigrant Adolescents
This article examines how immigrant adolescent development is shaped by the cultural and linguistic practice of language brokering. Framed by theories on interdependent/independent developmental scripts, the changing experiences and views of 12 Latino/a children of U.S. immigrants over 5 years were analyzed. It was found that translating is a relational, interdependent activity in which adolescents both help and receive help from family members. …
In Other Words: Translating or “Para‐Phrasing” as a Family Literacy Practice in Immigrant Households
S In this article we report on ethnographic research that explores the range of ways in which Spanish‐English bilingual immigrant youth interpret English language texts for their families. Drawing on participant observation in the homes and classrooms of 18 young adolescents who serve as interpreters for their families, 86 transcripts of theseinterpreters' oral Spanish translations of English texts, and 95 journal entries written by the youth abo…
I Helped My Mom,” and It Helped Me: Translating the Skills of Language Brokers into Improved Standardized Test Scores
This study illustrates the regularity with which the children of mostly Mexican immigrants in Chicago interpret languages and cultural practices for their families. It also tests the hypothesis, generated from qualitative research, that such “language brokering” is related to academic outcomes. Using data collected from a subset of children ($$n=87$$), longitudinal regression models, which controlled for early school performance, showed that high…
From global jobs to safe spaces: The diverse discourses that sell multilingual schooling in the USA
While much research has demonstrated that English-only rhetoric negatively affects bilingual education for the children of US immigrants, few studies have examined the local negotiations and discourses that shape the development of multilingual programming for English-speaking students. Across the USA, educational leaders and policy-makers today struggle to develop language programs and explain the benefits of multilingualism. To examine these ch…
Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur: Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education
Georgia and North Carolina are part of what some call the New Latinx South, a region where Latinx populations more than doubled recently. Both states have struggled to educate language minoritized students (evidenced by low graduation rates), yet are among the top three states for numbers of dual language (DL) programs in the Southeast. This model integrates English speakers and speakers of a minoritized language to promote biliteracy for all, di…
Now it’s all upper-class parents who are checking out schools”: Gentrification as coloniality in the enactment of two-way bilingual education policies
Equity for Students Learning English in Dual Language Bilingual Education: Persistent Challenges and Promising Practices
This special issue of TESOL Quarterly examines the equity challenges and promises of dual language bilingual education (DLBE) for students learning English as an additional language. As demographic change and transnational connections develop more awareness and desire for multilingualism, there has been an explosion of DLBE in schools throughout the world. Although research confirms the effectiveness of well‐implemented dual language programs, st…
The Life Course and Sense-Making: Immigrant Families’ Journeys Toward Understanding Educational Policies and Choosing Bilingual Programs
Implementing policies relies on their design, the will and capacity of implementors, the organizations within which implementation occurs, and individuals’ interpretations. Despite the fact that families’ decisions are critical to the successful implementation of educational programs, however, few studies examine their sense-making processes. Using life course theories, this ethnographic study examines how historical time and place and developmen…
From Relating to (Re)Presenting: Challenges and Lessons Learned From an Ethnographic Study With Young Children
This article advances the conversation on conducting ethical research with children by examining the process and products of a longitudinal ethnographic study about the implementation of a new bilingual policy in one midwestern school district. Framed by "procedural ethics" and "ethics in practice," and drawing from earlier considerations of power and representation, this re-analysis considers the following: What activities were designed to elici…
Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment
Across the United States, cities like St. Louis may be perceived as predominantly Black/White and monolingual. In such places, there are often few state resources and expertise driving the new growth of dual language bilingual education (DLBE)—that is, policies and programs that aim to develop students' bilingualism and biculturalism from an early age. Moreover, research rarely explores how DLBE programs develop within particular racial and polit…
School District Responses to Cultural and Linguistic Change: Competing Discourses of Equity, Competition, and Community
Framed by theories and methods from critical discourse analysis and social semiotics, this comparative case study of six Missouri school systems asked: How do school districts represent and address their changing communities? Discourses of equity, language, identity, and demographic change were examined across school system websites, mission statements, and policies. Analyses showed that all cases except for one White rural district highlighted t…
Everybody kind of looked at me like I was from Mars: ’ Preparing Educators Through Qualitative Service-Research Projects
Skills developed through qualitative research and community partnerships can be essential for developing education students’ cultural competency and understandings about diverse student populations. Toward this end, we developed a qualitative ‘service-research’ project in a teacher education course focused on child development, whereby undergraduate students examined the racial, linguistic, religious, and migration experiences of youth in St. Lou…
In Other Words: Translating or “Para‐Phrasing” as a Family Literacy Practice in Immigrant Households
S In this article we report on ethnographic research that explores the range of ways in which Spanish‐English bilingual immigrant youth interpret English language texts for their families. Drawing on participant observation in the homes and classrooms of 18 young adolescents who serve as interpreters for their families, 86 transcripts of theseinterpreters' oral Spanish translations of English texts, and 95 journal entries written by the youth abo…
Accessing Assets: Immigrant Youth's Work as Family Translators or 'Para-Phrasers
Drawing on a mixed-method program of research including the survey responses of 236 Spanish-speaking children, as well as extensive interviews, participant observation, and audiotaped data gathered in four different communities, we unpack the ways in which bilingual youth use their knowledge of English and U.S. cultural/institutional practices to speak, listen, read, write, and do things for their immigrant parents, mostly from Mexico. We demonst…
I Helped My Mom,” and It Helped Me: Translating the Skills of Language Brokers into Improved Standardized Test Scores
This study illustrates the regularity with which the children of mostly Mexican immigrants in Chicago interpret languages and cultural practices for their families. It also tests the hypothesis, generated from qualitative research, that such “language brokering” is related to academic outcomes. Using data collected from a subset of children ($$n=87$$), longitudinal regression models, which controlled for early school performance, showed that high…
It's One of Those Things That You Do to Help the Family”: Language Brokering and the Development of Immigrant Adolescents
This article examines how immigrant adolescent development is shaped by the cultural and linguistic practice of language brokering. Framed by theories on interdependent/independent developmental scripts, the changing experiences and views of 12 Latino/a children of U.S. immigrants over 5 years were analyzed. It was found that translating is a relational, interdependent activity in which adolescents both help and receive help from family members. …
English and Spanish ‘para un futuro’ – or just English? Immigrant family perspectives on two-way immersion
This article considers immigrants' perspectives on language immersion education. Data are drawn from a longitudinal research project that examined one suburban school district's construction of a two-way immersion (TWI), bilingual education policy. Analyses focus on 18 months of participant observation with six Mexican immigrant families who had at least one child in TWI. Framed by the language policy and planning literature as well as the study …
US Immigrants and Two-Way Immersion Policies: The Mismatch between District Designs and Family Experiences
The Life Course and Sense-Making: Immigrant Families’ Journeys Toward Understanding Educational Policies and Choosing Bilingual Programs
Implementing policies relies on their design, the will and capacity of implementors, the organizations within which implementation occurs, and individuals’ interpretations. Despite the fact that families’ decisions are critical to the successful implementation of educational programs, however, few studies examine their sense-making processes. Using life course theories, this ethnographic study examines how historical time and place and developmen…
From global jobs to safe spaces: The diverse discourses that sell multilingual schooling in the USA
While much research has demonstrated that English-only rhetoric negatively affects bilingual education for the children of US immigrants, few studies have examined the local negotiations and discourses that shape the development of multilingual programming for English-speaking students. Across the USA, educational leaders and policy-makers today struggle to develop language programs and explain the benefits of multilingualism. To examine these ch…
From Relating to (Re)Presenting: Challenges and Lessons Learned From an Ethnographic Study With Young Children
This article advances the conversation on conducting ethical research with children by examining the process and products of a longitudinal ethnographic study about the implementation of a new bilingual policy in one midwestern school district. Framed by "procedural ethics" and "ethics in practice," and drawing from earlier considerations of power and representation, this re-analysis considers the following: What activities were designed to elici…
Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces
This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWI programs are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program…
Everybody kind of looked at me like I was from Mars: ’ Preparing Educators Through Qualitative Service-Research Projects
Skills developed through qualitative research and community partnerships can be essential for developing education students’ cultural competency and understandings about diverse student populations. Toward this end, we developed a qualitative ‘service-research’ project in a teacher education course focused on child development, whereby undergraduate students examined the racial, linguistic, religious, and migration experiences of youth in St. Lou…
Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education
Two-way dual language (TWDL) bilingual education programs share 3 core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth core goal: Critical consciousness. Although TWDL programs are designed to integrate students from diverse language, culture and race backgrounds, equity is unfortunatelystill a challenge in TWDL classrooms and schools. We argue that centering critical consciou…
The neoliberal discourse in Latin American higher education: A call for national development and tighter government control
Using critical discourse analysis (CDA), we explored how educational leaders and policymakers in Mexico, Peru, Chile, and Argentina address complex issues while responding to – and in fact, developing – broader understandings (discourses) on the role of higher education in Latin America. Fairclough’s (1993) theory of discourse underscores that language is a social practice, socially and historically situated, and encompassing social identities, r…
Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur: Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education
Georgia and North Carolina are part of what some call the New Latinx South, a region where Latinx populations more than doubled recently. Both states have struggled to educate language minoritized students (evidenced by low graduation rates), yet are among the top three states for numbers of dual language (DL) programs in the Southeast. This model integrates English speakers and speakers of a minoritized language to promote biliteracy for all, di…
School District Responses to Cultural and Linguistic Change: Competing Discourses of Equity, Competition, and Community
Framed by theories and methods from critical discourse analysis and social semiotics, this comparative case study of six Missouri school systems asked: How do school districts represent and address their changing communities? Discourses of equity, language, identity, and demographic change were examined across school system websites, mission statements, and policies. Analyses showed that all cases except for one White rural district highlighted t…
Equity for Students Learning English in Dual Language Bilingual Education: Persistent Challenges and Promising Practices
This special issue of TESOL Quarterly examines the equity challenges and promises of dual language bilingual education (DLBE) for students learning English as an additional language. As demographic change and transnational connections develop more awareness and desire for multilingualism, there has been an explosion of DLBE in schools throughout the world. Although research confirms the effectiveness of well‐implemented dual language programs, st…
Conceptualizing community translanguaging through a family literacy project
This article examines translanguaging that occurs in and as a community. Expanding the notion of translanguaging, we conceptualize community translanguaging as collaborative meaning-making among children, their family and community members, and their collective semiotic resources. Using a family literacy project as the research site, this article showcases how participating families built (on) cultural and semiotic wealth beyond the individual’s …
Now it’s all upper-class parents who are checking out schools”: Gentrification as coloniality in the enactment of two-way bilingual education policies
The expropriation of dual language bilingual education: Deconstructing neoliberalism, whitestreaming, and English-hegemony
A growing body of research has demonstrated that neoliberal discourses have negatively impacted dual language bilingual education (DLBE) for students designated as English learners. This study uses the concept of expropriation to refer to the co-opting and dispossessing of educational resources, opportunities, and rights from language-minoritized communities, and a shift to the reframing and reuse of these resources by white English-privileged po…
From Attendance to Collaboration: Contextual Differences in Teacher Perceptions of Multilingual Family Engagement
Background/Context: There is a growing need for schools to examine the best ways of working with immigrant and multilingual families, as it is ever more likely that all teachers will work with multilingual newcomers and their children during their career. However, teachers often view multilingual families in deficit ways, and many teachers lack experience in designing culturally responsive school–family partnerships. Although professional develop…
Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment
Across the United States, cities like St. Louis may be perceived as predominantly Black/White and monolingual. In such places, there are often few state resources and expertise driving the new growth of dual language bilingual education (DLBE)—that is, policies and programs that aim to develop students' bilingualism and biculturalism from an early age. Moreover, research rarely explores how DLBE programs develop within particular racial and polit…
Language Brokering Over Time: A Study of Citizenship Becoming Through a Transliteracies Framework
This paper integrates theories and research from the fields of transliteracies and language brokering to understand the language and literacy experiences of bilingual youth who grew up in Mexican immigrant families. Analyzing data from three interrelated studies that used ethnographic research methods to understand the language brokering of Mexican-American immigrant youth in Chicago from 2000–2010, we asked: How do language brokers negotiate div…
Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For
This mixed methods study examined how a National Professional Development Grant project's first cohort (2018–2020) in the Midwest impacted mostly White and monolingual inservice teachers who work with emergent bilingual learners (EBLs). Two research questions (RQs) guided this study: RQ1 : What were the inservice teachers English language ideologies and their confidence in teaching EBLs after they completed professional development on racially, l…
Navigating New Beginnings: A Study of State-Level Grant Funding Support for K-12 Refugee Education
In 2022, the federal government initiated two grant programs geared to enhance education specifically for Afghan and Ukrainian populations: the Afghan Refugee School Impact and Support to Schools supplements, both part of the Refugee School Impact (RSI) program. In Missouri, the context of our research, RSI funding has been coordinated by a non-profit organization, the Missouri Office for Refugee Administration (MO-ORA). In partnership with MO-OR…
Political science (21 works) · Sociology (21 works) · Multilingual Education and Policy (19 works) · Pedagogy (18 works) · Psychology (15 works) · Bilingual education (10 works) · Immigration (10 works) · Social science (10 works) · Global Education and Multiculturalism (9 works) · Law (8 works)