@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{lee_jacobs_mann_2022, title={Writing with Dignity Among Youth in Urban Communities: Using Mentor Texts as a Reflective Tool for Transformation}, volume={2}, ISSN={["1552-8340"]}, url={https://doi.org/10.1177/00420859221081765}, DOI={10.1177/00420859221081765}, abstractNote={This article describes a three-year qualitative study on how youth of color in one community-based organization, Durham Community Youth, used the mentor text, Dr. Martin Luther King Jr.’s “What’s your life’s blueprint?” speech, as a reflective tool to transform themselves and their community. Using a critical literacy framework, the authors situate the study within the rich history of the Black community in Durham, North Carolina and examine how students’ writing advocated for their communities by speaking out against oppressive forces. The article offers implications on how educators can reimagine the implementation and intentionality of mentor texts for youth.}, journal={URBAN EDUCATION}, publisher={SAGE Publications}, author={Lee, Crystal Chen and Jacobs, Laura and Mann, Jennifer C.}, year={2022}, month={Feb} }