This research examined the educational challenges faced Somali secondary students in North and South of Ireland, especially Dublin and Belfast areas, where there were a large number of Somali communities. It focused the current challenges they were facing in terms of the formal education system and social inclusion. The most of the students were born outside the state with little formal education, and their integrating into the system is a daunting task. Many joined school with an educational, deficit, unstable families, illiterate parents and poor family environment that is entirely dependent on social welfare.
The research tried to examine how these students overcame these educational barriers. The research looks at the parent’s role in improving their children’s educational performance. It also highlighted the enormous challenge and puzzling tasks many Somali student endure.
The study looked closely at the varieties of difficulties that they are facing in day to day life in schools such as lack of tutoring, mentoring and low self-esteem. It explored solutions to address these problems and the last, but not least recommends a resolution that will increase students’ performance. It also suggests significant steps to tackle Somali early school dropout.
Table of Contents
1. Introduction and outline to the research:
1.1 Introduction
1.2 The History of Somali Refugee in Ireland
1.3 Post war education in Somalia
1.4 Somali children denied universal human rights
1.5 Problems Assessment integrating in the local system
1.6 Rationale of Research
1.7 The Research Objectives
1.8 The purpose of the research
1.9 Research Question
1.9.1 Constraint of the research
1.9.2 Conclusion
2. A Review of Literature
2.1 Introduction
2.2 Language and communication barriers
2.3 Accommodation family size and home environment
Conclusion
2.4 Cultural Shock
2.5 Challenges of Parents Illiteracy
2.6 Single Mothers and students relationship
2.7 Low income families and its impact on students
2.8 Bullying and Racism at Schools
2.9 Khat and education Impact
2.9.1 Somali immigrant integration and education
2.9.2 The Lack of Unity among Somali Community and the lack of role model
2.9.3 Conclusion
3. Outline of research approach
3.1 Introduction
3.2 Methodology
3.3 One to one in interview
3.4 Unstructured interview
3.5 Focus group
3.6 Main Informants
3.7 Students with less than two years in the country
3.8 Students in the country more than two years
3.9 Students born in Ireland
3.9.1 Why we chose community leaders
3.9.2 Parents
3.9.3 Students’ Parents
3.9.4 Single mothers
3.9.5 Ethics
3.9.6 Problems that arose for data collection
3.9.7 Problem I encountered for data collection and the way I solve it
3.9.8 The Background and experience of the participates
4. Presentation of research finds
4.1 Interview structural and unstructured
4.2 Questionnaire
4.3 Focus Group
4.4 Educational barriers: finding from the data
4.5 Students in less than two year in the country
4.6 Accommodation and Family Size are part of educational barrier
4.7 Islamic School and Time Constrain on students
4.8 Bullying and racism impact on students self confidence
4.9 Students Lack of Integration and education
4.9.1 Remittance is burden on students
4.9.2 Low income families and educational impacts
4.9.3 Parents Literacy is obstacle for students learning
4.9.4 Communication gap between Parent and secondary school
4.9.5 Single Mothers and education barriers at schools
4.9.6 Parent Khat Users and Education impact on students
4.9.7 Curriculum is a complicated system on Somali secondary students
4.9.8 The lack of agreement among Somali community
5. Analysis of Findings
5.1 Introduction
5.2 Education integration challenges
5.2.1 Limited Proficient English
5.2.2 Parents with low education background impact on students’ performance
5.2.3 Lack of Integration and educational challenges
5.2.4 Low Income Family influence on students’ performance
5.2.5 Khat Influence on Students Education
5.3 The imperative of data collection
5.4 Conclusions
6. Recommendations and Conclusions
6.1 Introduction
6.2 Recommendation
6.2.1 Somali Students
6.2.2 Somali Parents
6.2.3 Somali Community
6.3 Conclusion
7. Bibliography
Research Objectives and Themes
This research investigates the educational integration challenges faced by Somali secondary students in Ireland. The core objective is to analyze barriers such as language proficiency, socio-economic factors, cultural differences, and parental influence on student achievement, ultimately proposing policy-driven recommendations to improve integration and academic outcomes.
- Impact of language and communication barriers on student performance.
- The role of parental background, illiteracy, and family environment.
- Socio-economic challenges, including low income and the impact of Khat consumption.
- Integration hurdles, including bullying, racism, and community disunity.
- Strategies for school administrations and community leaders to support student success.
Excerpt from the Book
4.5 Students in less than two year in the country
The most respondents stated the principal reasons for their educational challenges were a lack of English language. The majority of the secondary students had difficulties in English when they joined schools, and they found very hard to adopt the classes for their first time. Nura is a16 year’s old student in Belfast and have been in the country less than one year, she explained her first experience in the school and how she found very difficult to understand her teachers and her classmates.
“When I joined my first class, I didn’t know a word of English; I did not understand what the teacher was saying. I also couldn’t build a sentence to communicate with my classmates; I just watch and listen without understanding what they are saying." I assumed my first months that I shouldn’t comeback,” Nora
Lack of English was a common problem among Somali secondary students especially those recently arrived; they defined as an obstacle to their education. Mehdan agrees.
“English language was very challenging for me, not just speaking English but writing an essay I was also a great challenge, especial science subject it is very difficult to digest all the scientific terms."Mehdan
Chapter Summaries
1. Introduction and outline to the research: Provides an overview of the educational struggles Somali students face in Ireland and defines the research objectives.
2. A Review of Literature: Explores existing studies on immigrant educational challenges, focusing on language barriers, cultural shock, and parental influence.
3. Outline of research approach: Details the qualitative methodology used, including interviews and focus groups with students, parents, and community leaders.
4. Presentation of research finds: Presents empirical data gathered from respondents regarding specific educational barriers like family size and Khat usage.
5. Analysis of Findings: Synthesizes the collected data with the literature review to highlight common themes and discrepancies.
6. Recommendations and Conclusions: Offers concrete strategies for students, parents, and the Somali community to mitigate educational dropout rates.
Keywords
Somali students, Ireland, secondary education, integration, language barrier, academic performance, parental illiteracy, Khat, socio-economic status, bullying, cultural shock, educational policy, immigrant integration, school dropout, community support.
Frequently Asked Questions
What is the primary focus of this research?
The research examines the specific educational challenges and integration hurdles faced by Somali secondary school students living in Ireland.
What are the central themes addressed in this study?
Key themes include language barriers, the impact of parental literacy and socio-economic status, cultural adjustment, bullying, and the influence of community dynamics on student success.
What is the main research question of this study?
The study seeks to identify the educational integration challenges Somali students encounter and how these factors affect their academic performance and social inclusion in the Irish school system.
Which research methods are employed?
The author uses a qualitative approach, primarily utilizing semi-structured interviews and focus groups with Somali students, parents, and community leaders to gather in-depth insights.
What is covered in the main body of the work?
The work covers a literature review of global and local educational challenges, a detailed presentation of research findings based on interviews, and a comprehensive analysis comparing these findings with existing academic literature.
Which keywords best characterize this study?
Relevant keywords include Somali students, integration, secondary education, language barriers, and parental involvement.
How does Khat usage specifically affect Somali students in this study?
The study notes that parental Khat addiction often leads to family conflict, financial instability, and parental neglect, which directly hampers the students' home study environment and overall motivation.
What role does parental literacy play according to the research?
The study highlights that many parents are illiterate and struggle to navigate the Irish education system, leaving them unable to provide the necessary academic guidance or effective oversight for their children's school progress.
How do single mothers in the Somali community face unique educational challenges?
Single mothers face significant burdens in balancing child-rearing and economic survival; the research indicates that many struggle to monitor teenage boys effectively, which increases the risk of underachievement.
- Quote paper
- Daud Gilingil (Author), 2013, Educational and integrational challenges facing Somali students in secondary schools, Munich, GRIN Verlag, https://www.grin.com/document/277541
