Eleni Oikonomidoy
Biographic Data
| ID | 761318 |
|---|---|
| NAME | Eleni Oikonomidoy |
| GIVEN NAMES | Eleni |
| FAMILY NAME | Oikonomidoy |
| SIGNATURE | OIKONOMIDOY E |
| AFFILIATIONS | University of Nevada, Reno |
| ORCID | 0000-0002-1037-6429 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Aspirational and Resistance Capitals of Latiné College Students Attending a Predominantly White Institution (PWI)
I Rely on God”: Religion as a Fund of Identity in the Resettlement Experiences of Refugee-Background Parents in the United States
Redefining Futures: Resilience and Empowerment Among Latinx Daca College Students in a Politicized Climate
This study examined the experiences of Latinx DACA college students in the context of a highly politicized climate in the United States, marked by exclusion and xenophobia. The study employed a qualitative research design, which involved conducting interviews with 12 participants to explore how they responded to the exclusionary forces. The findings highlight that despite facing discrimination and microaggressions, the participants actively chall…
Structural barriers and processes of defunding of funds of identity of refugee-background children
Drawing insights from an ethnographic study with two young refugee-background children, this paper examines the multiple contexts that influence their identity negotiations during their first three years of resettlement to the United States. The analysis aims to expand the growing literature on funds of identity (FOI) with specific attention to structural barriers that defund their FOIs. The findings are categorised in three intersecting themes: …
Exploring the campus experiences of underrepresented low-income college students through emotion mapping
As university campuses are becoming increasingly diverse, it is imperative to continue to explore the experiences of diverse groups of students. In the study reported here, we employed emotion maps in order to explore 37 Latin@, Native American, and Multiracial low socioeconomic status (SES) students’ visions of campus spaces that cultivate a sense of belonging and inclusion and the ones that marginalize, exclude, and alienate. The two major them…
Artifactual Literacies and Tesol: Narratives of a Syrian Refugee‐Background Family
Theoretically framed in artifactual literacies, this study examined a refugee‐background family’s visit to a group of university students enrolled in a teaching English to speakers of other languages (TESOL) methods class. One of the authors requested they give this presentation and collaborated with them in writing it. Participants included Maria and Omar, Syrian parents of three children who self‐identify as Muslim. Primary data included transc…
Enemies or Friends? Newcomer Immigrant Students’ Developing Conceptions of Diversity in High School
Drawing insights from a qualitative study with 15 newcomer immigrant students, this article examines the students’ developing understandings of the meaning of diversity in school. Although contradictory, the students’ collective narratives reveal a keen analysis of a complex social setting, in which race, language, and nationality are seen simultaneously as sources of tension and as opportunities for growth. It is proposed that by identifying and…
College academic identities situated in interlocking contextual blocks
Through an examination of 13 first-generation college students’ views, this paper aims to provide one possible lens to viewing the complex social and academic landscapes that impact on students’ academic identity construction. Academic and social experiences within and beyond the safety net of a mentoring program are explored. The paper concludes with recommendations for campus-wide initiatives for the support of the focal students
Applying Intergroup Contact Theory to Social Distance Data from Ethnic Hungarians and Romanians in Romania
Allport’s intergroup contact theory has been used to explain how contact between members of different groups influences the level of acceptance that members of those groups hold towards members of other groups, and to guide the design of programs to increase tolerance. In this study, we examined intergroup contact and social distance data provided by ethnic Hungarians and ethnic Romanians in Romania with respect to each other and the Roma (Gypsy)…
Being the Only One: Integration Experiences of Underrepresented Newcomer Students
Diverse groups of newcomer immigrant students enter high schools in the United States each year. When their numbers are small, their unique journeys to integration in school and in the receiving country remain often invisible. Focusing on six newcomer-underrepresented students, this paper examines elements of their complex pathways to social integration in one urban high school. Attention is provided to the barriers that they face and the ways in…
Critical Cosmopolitan Educational Research: Grounded and potentially transformational
Drawing insights from scholarship in social sciences and education and the author's reflective research accounts, this paper aims to illustrate how a critical cosmopolitan framework can provide an alternative way of looking at educational phenomena. More specifically, the goal is to explore the why, where, who, and how of Critical Cosmopolitan Educational Research
Sociocultural Boundary Formations in College Life and Intercultural Capital Development
Based on selective findings from a qualitative study with first generation college students, this article presents the contradictory and complex ways in which the participants perceived sociocultural diversity on campus and their place within it. The students’ narratives both affirmed existing boundaries of social belonging based on the conventional categories of race, ethnicity, and social class and transcended them. Cross-border alliances were …
Newcomer Immigrant Students Reinventing Academic Lives Across National Borders
Relocation across national borders poses unique challenges and possibilities to newcomer immigrant students who enter diverse urban high schools. Based on focus group data with 27 newcomer students, in this article the author attends to the ways in which these students begin to counteract the challenges that relocation poses for them by recognizing the benefits of their new lives and envisioning routes to future academic/professional lives that t…
Mean girls” go to college: Exploring female–female relational bullying in an undergraduate literacy methods course
Enriched or latent cosmopolitanism? Identity negotiations of female international students from Japan in the US
Drawing from a qualitative study with 13 female international students from Japan to the United States, this article examines ways in which studying abroad has impacted the students' social and ethnic identities. Findings indicate that while the students did experience social marginalization, they did actively resist it and individually and collectively tried to find ways to integrate in their new social context. Furthermore, and while the studen…
Ethnic Attitudes of Hungarian Students in Romania
Participants in this study were ethnic Hungarian secondary students attending high schools in Romania in which Hungarian was the primary language of instruction. Attitudes of participants toward ethnic and cultural groups were measured using a variation of the Bogardus (1933 Bogardus, Emory S. 1933. A Social Distance Scale. Sociology & Social Research, 17: 265–271. [Google Scholar]) Scale of Social Distance. Results were consistent with predictio…
Immigrant-Responsive Multicultural Education in the United States
In this article, it is proposed that systematic attention to certain characteristics of newcomer immigrant students' identity construction could enhance the premises of the field of multicultural education in the United States, with immigrant-responsive insights. Elements from the scholarship in the sociology of migration, which attend to critical elements of immigrant identity development, are borrowed for this purpose. These are the constitutiv…
Zooming Into the School Narratives of Refugee Students
The experiences of immigrant and refugee students in schools have been explored by two primary frameworks. The first is informed by sociology and attends to the macro-level adaptation of students i
Whose Immigration Story: Attending to Hidden Messages of Material in Social Studies
Sometimes materials used in schools with good intentions can have effects opposite from those stated. Through the microscopic analysis of a parent-student immigration interview assignment on a social studies unit on immigration, this article aims to uncover the hidden story that underlies the questions asked. In so doing, it intends not only to problematize the promotion of a simplistic and outdated narrative but also to use this analysis as a fo…
The multilayered character of newcomers’ academic identities: Somali female high‐school students in a US school
Drawing from the findings of a qualitative study with female refugee high school students from Somalia in the US, this paper attempts to provide a window to understanding the multilayered character of newcomer students' academic identity construction. The students' micro‐level processes of creating spaces for belonging at school are linked to their macro‐level extra‐educational connections at the societal and global levels. The framework presente…
‘I see myself as a different person who [has] acquired a lot …’: Somali female students’ journeys to belonging 1
How do refugee students construct their lives in school in their host country? What are some difficulties that they face and how do they respond to those? Findings of a qualitative study conducted with female refugee students from Somalia indicate that students are to varying degrees active agents in the construction of their lives in a US urban school. Although they do experience religious discrimination, they find creative ways to respond to it…
Zooming Into the School Narratives of Refugee Students
The experiences of immigrant and refugee students in schools have been explored by two primary frameworks. The first is informed by sociology and attends to the macro-level adaptation of students i
Applying Intergroup Contact Theory to Social Distance Data from Ethnic Hungarians and Romanians in Romania
Allport’s intergroup contact theory has been used to explain how contact between members of different groups influences the level of acceptance that members of those groups hold towards members of other groups, and to guide the design of programs to increase tolerance. In this study, we examined intergroup contact and social distance data provided by ethnic Hungarians and ethnic Romanians in Romania with respect to each other and the Roma (Gypsy)…
Enriched or latent cosmopolitanism? Identity negotiations of female international students from Japan in the US
Drawing from a qualitative study with 13 female international students from Japan to the United States, this article examines ways in which studying abroad has impacted the students' social and ethnic identities. Findings indicate that while the students did experience social marginalization, they did actively resist it and individually and collectively tried to find ways to integrate in their new social context. Furthermore, and while the studen…
Artifactual Literacies and Tesol: Narratives of a Syrian Refugee‐Background Family
Theoretically framed in artifactual literacies, this study examined a refugee‐background family’s visit to a group of university students enrolled in a teaching English to speakers of other languages (TESOL) methods class. One of the authors requested they give this presentation and collaborated with them in writing it. Participants included Maria and Omar, Syrian parents of three children who self‐identify as Muslim. Primary data included transc…
Sociocultural Boundary Formations in College Life and Intercultural Capital Development
Based on selective findings from a qualitative study with first generation college students, this article presents the contradictory and complex ways in which the participants perceived sociocultural diversity on campus and their place within it. The students’ narratives both affirmed existing boundaries of social belonging based on the conventional categories of race, ethnicity, and social class and transcended them. Cross-border alliances were …
Ethnic Attitudes of Hungarian Students in Romania
Participants in this study were ethnic Hungarian secondary students attending high schools in Romania in which Hungarian was the primary language of instruction. Attitudes of participants toward ethnic and cultural groups were measured using a variation of the Bogardus (1933 Bogardus, Emory S. 1933. A Social Distance Scale. Sociology & Social Research, 17: 265–271. [Google Scholar]) Scale of Social Distance. Results were consistent with predictio…
The multilayered character of newcomers’ academic identities: Somali female high‐school students in a US school
Drawing from the findings of a qualitative study with female refugee high school students from Somalia in the US, this paper attempts to provide a window to understanding the multilayered character of newcomer students' academic identity construction. The students' micro‐level processes of creating spaces for belonging at school are linked to their macro‐level extra‐educational connections at the societal and global levels. The framework presente…
College academic identities situated in interlocking contextual blocks
Through an examination of 13 first-generation college students’ views, this paper aims to provide one possible lens to viewing the complex social and academic landscapes that impact on students’ academic identity construction. Academic and social experiences within and beyond the safety net of a mentoring program are explored. The paper concludes with recommendations for campus-wide initiatives for the support of the focal students
Being the Only One: Integration Experiences of Underrepresented Newcomer Students
Diverse groups of newcomer immigrant students enter high schools in the United States each year. When their numbers are small, their unique journeys to integration in school and in the receiving country remain often invisible. Focusing on six newcomer-underrepresented students, this paper examines elements of their complex pathways to social integration in one urban high school. Attention is provided to the barriers that they face and the ways in…
Newcomer Immigrant Students Reinventing Academic Lives Across National Borders
Relocation across national borders poses unique challenges and possibilities to newcomer immigrant students who enter diverse urban high schools. Based on focus group data with 27 newcomer students, in this article the author attends to the ways in which these students begin to counteract the challenges that relocation poses for them by recognizing the benefits of their new lives and envisioning routes to future academic/professional lives that t…
Immigrant-Responsive Multicultural Education in the United States
In this article, it is proposed that systematic attention to certain characteristics of newcomer immigrant students' identity construction could enhance the premises of the field of multicultural education in the United States, with immigrant-responsive insights. Elements from the scholarship in the sociology of migration, which attend to critical elements of immigrant identity development, are borrowed for this purpose. These are the constitutiv…
Whose Immigration Story: Attending to Hidden Messages of Material in Social Studies
Sometimes materials used in schools with good intentions can have effects opposite from those stated. Through the microscopic analysis of a parent-student immigration interview assignment on a social studies unit on immigration, this article aims to uncover the hidden story that underlies the questions asked. In so doing, it intends not only to problematize the promotion of a simplistic and outdated narrative but also to use this analysis as a fo…
‘I see myself as a different person who [has] acquired a lot …’: Somali female students’ journeys to belonging 1
How do refugee students construct their lives in school in their host country? What are some difficulties that they face and how do they respond to those? Findings of a qualitative study conducted with female refugee students from Somalia indicate that students are to varying degrees active agents in the construction of their lives in a US urban school. Although they do experience religious discrimination, they find creative ways to respond to it…
The multilayered character of newcomers’ academic identities: Somali female high‐school students in a US school
Drawing from the findings of a qualitative study with female refugee high school students from Somalia in the US, this paper attempts to provide a window to understanding the multilayered character of newcomer students' academic identity construction. The students' micro‐level processes of creating spaces for belonging at school are linked to their macro‐level extra‐educational connections at the societal and global levels. The framework presente…
Zooming Into the School Narratives of Refugee Students
The experiences of immigrant and refugee students in schools have been explored by two primary frameworks. The first is informed by sociology and attends to the macro-level adaptation of students i
Whose Immigration Story: Attending to Hidden Messages of Material in Social Studies
Sometimes materials used in schools with good intentions can have effects opposite from those stated. Through the microscopic analysis of a parent-student immigration interview assignment on a social studies unit on immigration, this article aims to uncover the hidden story that underlies the questions asked. In so doing, it intends not only to problematize the promotion of a simplistic and outdated narrative but also to use this analysis as a fo…
Immigrant-Responsive Multicultural Education in the United States
In this article, it is proposed that systematic attention to certain characteristics of newcomer immigrant students' identity construction could enhance the premises of the field of multicultural education in the United States, with immigrant-responsive insights. Elements from the scholarship in the sociology of migration, which attend to critical elements of immigrant identity development, are borrowed for this purpose. These are the constitutiv…
Ethnic Attitudes of Hungarian Students in Romania
Participants in this study were ethnic Hungarian secondary students attending high schools in Romania in which Hungarian was the primary language of instruction. Attitudes of participants toward ethnic and cultural groups were measured using a variation of the Bogardus (1933 Bogardus, Emory S. 1933. A Social Distance Scale. Sociology & Social Research, 17: 265–271. [Google Scholar]) Scale of Social Distance. Results were consistent with predictio…
Enriched or latent cosmopolitanism? Identity negotiations of female international students from Japan in the US
Drawing from a qualitative study with 13 female international students from Japan to the United States, this article examines ways in which studying abroad has impacted the students' social and ethnic identities. Findings indicate that while the students did experience social marginalization, they did actively resist it and individually and collectively tried to find ways to integrate in their new social context. Furthermore, and while the studen…
Newcomer Immigrant Students Reinventing Academic Lives Across National Borders
Relocation across national borders poses unique challenges and possibilities to newcomer immigrant students who enter diverse urban high schools. Based on focus group data with 27 newcomer students, in this article the author attends to the ways in which these students begin to counteract the challenges that relocation poses for them by recognizing the benefits of their new lives and envisioning routes to future academic/professional lives that t…
Mean girls” go to college: Exploring female–female relational bullying in an undergraduate literacy methods course
Being the Only One: Integration Experiences of Underrepresented Newcomer Students
Diverse groups of newcomer immigrant students enter high schools in the United States each year. When their numbers are small, their unique journeys to integration in school and in the receiving country remain often invisible. Focusing on six newcomer-underrepresented students, this paper examines elements of their complex pathways to social integration in one urban high school. Attention is provided to the barriers that they face and the ways in…
Critical Cosmopolitan Educational Research: Grounded and potentially transformational
Drawing insights from scholarship in social sciences and education and the author's reflective research accounts, this paper aims to illustrate how a critical cosmopolitan framework can provide an alternative way of looking at educational phenomena. More specifically, the goal is to explore the why, where, who, and how of Critical Cosmopolitan Educational Research
Sociocultural Boundary Formations in College Life and Intercultural Capital Development
Based on selective findings from a qualitative study with first generation college students, this article presents the contradictory and complex ways in which the participants perceived sociocultural diversity on campus and their place within it. The students’ narratives both affirmed existing boundaries of social belonging based on the conventional categories of race, ethnicity, and social class and transcended them. Cross-border alliances were …
Applying Intergroup Contact Theory to Social Distance Data from Ethnic Hungarians and Romanians in Romania
Allport’s intergroup contact theory has been used to explain how contact between members of different groups influences the level of acceptance that members of those groups hold towards members of other groups, and to guide the design of programs to increase tolerance. In this study, we examined intergroup contact and social distance data provided by ethnic Hungarians and ethnic Romanians in Romania with respect to each other and the Roma (Gypsy)…
Enemies or Friends? Newcomer Immigrant Students’ Developing Conceptions of Diversity in High School
Drawing insights from a qualitative study with 15 newcomer immigrant students, this article examines the students’ developing understandings of the meaning of diversity in school. Although contradictory, the students’ collective narratives reveal a keen analysis of a complex social setting, in which race, language, and nationality are seen simultaneously as sources of tension and as opportunities for growth. It is proposed that by identifying and…
College academic identities situated in interlocking contextual blocks
Through an examination of 13 first-generation college students’ views, this paper aims to provide one possible lens to viewing the complex social and academic landscapes that impact on students’ academic identity construction. Academic and social experiences within and beyond the safety net of a mentoring program are explored. The paper concludes with recommendations for campus-wide initiatives for the support of the focal students
Exploring the campus experiences of underrepresented low-income college students through emotion mapping
As university campuses are becoming increasingly diverse, it is imperative to continue to explore the experiences of diverse groups of students. In the study reported here, we employed emotion maps in order to explore 37 Latin@, Native American, and Multiracial low socioeconomic status (SES) students’ visions of campus spaces that cultivate a sense of belonging and inclusion and the ones that marginalize, exclude, and alienate. The two major them…
Artifactual Literacies and Tesol: Narratives of a Syrian Refugee‐Background Family
Theoretically framed in artifactual literacies, this study examined a refugee‐background family’s visit to a group of university students enrolled in a teaching English to speakers of other languages (TESOL) methods class. One of the authors requested they give this presentation and collaborated with them in writing it. Participants included Maria and Omar, Syrian parents of three children who self‐identify as Muslim. Primary data included transc…
Structural barriers and processes of defunding of funds of identity of refugee-background children
Drawing insights from an ethnographic study with two young refugee-background children, this paper examines the multiple contexts that influence their identity negotiations during their first three years of resettlement to the United States. The analysis aims to expand the growing literature on funds of identity (FOI) with specific attention to structural barriers that defund their FOIs. The findings are categorised in three intersecting themes: …
Redefining Futures: Resilience and Empowerment Among Latinx Daca College Students in a Politicized Climate
This study examined the experiences of Latinx DACA college students in the context of a highly politicized climate in the United States, marked by exclusion and xenophobia. The study employed a qualitative research design, which involved conducting interviews with 12 participants to explore how they responded to the exclusionary forces. The findings highlight that despite facing discrimination and microaggressions, the participants actively chall…
I Rely on God”: Religion as a Fund of Identity in the Resettlement Experiences of Refugee-Background Parents in the United States
Aspirational and Resistance Capitals of Latiné College Students Attending a Predominantly White Institution (PWI)
Sociology (18 works) · Pedagogy (14 works) · Political science (13 works) · Psychology (12 works) · Gender Studies (11 works) · Social Psychology (9 works) · Education and experiences of immigrants and refugees (8 works) · Gender Studies (8 works) · Ethnic group (7 works) · Immigration (7 works)