@article{mann_turner_2023, title={Portraits of young refugee women's identities, experiences, and beliefs in relation to college-going}, ISSN={["1175-8708"]}, DOI={10.1108/ETPC-07-2022-0085}, abstractNote={
Purpose
This study aims to explore the stories of two young refugee women, Sue Mar and Amora, and how their adolescent identities, experiences, and beliefs, partially shaped by their English teacher, helped pave their paths to higher education.


Design/methodology/approach
This study is guided by the lens of critical literacy as “a way of being and doing” (Vasquez et al., 2019). The authors chose portraiture, a participant-centered methodology, as a response to the historical marginalization of refugees, to bring their voices to the forefront (Lawrence-Lightfoot and Davis, 1997). They draw from interviews conducted with Sue Mar and Amora, document analysis, and an interview with the English teacher.


Findings
In Sue Mar and Amora’s portraits, aspiration and determination are seen as primary factors in their college-going. In addition, Sue Mar and Amora were propelled by their English teacher’s support through the cultivation of a loving relationship, high expectations, and critical pedagogical practices. Their family and community fostered beliefs about the power and potential of education, and other refugees served as important role models.


Research limitations/implications
Researchers should explore refugee students’ experiences accessing higher education.


Practical implications
English educators should connect literature to the lived experiences of their students to show that they value their students’ knowledge and past experiences.


Social implications
Policymakers should consider the role that community colleges play in the lives of refugee students and should support programs including tuition reduction for refugee students.


Originality/value
As only 6% of refugees currently attend college (UNHCR, 2023), it is essential to understand factors that contributed to students’ college-going.
}, journal={ENGLISH TEACHING-PRACTICE AND CRITIQUE}, author={Mann, Jennifer C. and Turner, Alison McGlinn}, year={2023}, month={Jul} }
 @article{cervantes-soon_turner_2017, title={Countering silence and reconstructing identities in a Spanish/English two-way immersion program Latina mothers' pedagogies in el nuevo sur}, volume={6}, DOI={10.1007/978-94-6300-809-9_9}, abstractNote={Within the context of relatively new Latina/o settlement in North Carolina and a two-way immersion dual language program, this qualitative study analyzes the role of Latina mothers' in countering dominant discourses that rendered Latina/o childrearing practices as a hindrance to their children's classroom participation and bilingual competence.}, journal={Immigration and education in north carolina: the challenges and responses in a new gateway state}, author={Cervantes-Soon, C. G. and Turner, A. M.}, year={2017}, pages={195–220} }
 @article{turner_2016, title={Third space openings at a two-way immersion elementary school in North Carolina: Lessons from parent language classes}, volume={39}, ISSN={["1523-5890"]}, DOI={10.1080/15235882.2016.1167138}, abstractNote={ABSTRACT Two-way immersion schools are growing in popularity throughout the United States. An emerging issue is to what extent these schools are able to connect with parents from multiple communities. This article describes an effort to connect parents with the school and one another through parent language classes at a Spanish/English two-way immersion elementary school in North Carolina. Evidence of parents building bridges, gaining new knowledge, and imagining a new future were analyzed using the third space theory (Bhabha, 1994; Gutiérrez, 2008), which revealed progress to tap into third spaces while identifying areas for additional development.}, number={2}, journal={BILINGUAL RESEARCH JOURNAL}, author={Turner, Alison M.}, year={2016}, pages={107–120} }