Faculty Publications

Classroom Management And Socioemotional Functioning Of Burmese Refugee Students In Malaysia

Document Type

Article

Journal/Book/Conference Title

Journal of Educational and Psychological Consultation

Volume

28

Issue

1

First Page

6

Last Page

42

Abstract

Access to Malaysian government schools is prohibited for refugee children, and hidden refugee schools only reach a minority of Burmese students in Malaysia. This study used a participatory culture-specific consultation (PCSC) approach to examine the perspectives of Burmese refugee teachers on Burmese refugee student socioemotional issues and classroom management using interviews, observations, a preliminary refugee teacher focus group (N = 10: 4 men, 6 women; M age = 26 years), and a primary focus group with refugee teachers who were Burmese refugees (N = 9: 6 men, 3 women; M age = 30 years). First, themes suggested that societal pressures have an effect on the classroom environment. Second, refugee student behavior and emotions ranged from externalizing to internalizing. Third, refugee teachers relied on traditional Burmese methods for managing serious misbehavior. Fourth, with mild misbehaviors, teachers employed more “modern,” student-centered methods. Results inform culture-specific consultation designed to meet refugee education needs.

Original Publication Date

1-2-2018

DOI of published version

10.1080/10474412.2016.1193740

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

Link to Full Text

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