Critical Reflections
Experiences of Social Inclusion and Exclusion among Refugee Youths from the African Great Lakes Region: A Constructivist Grounded Theory Study
Paper Presentation in a Themed Session Victory Osezua
This study explores and describes social inclusion and exclusion among emerging adult refugees from the African Great Lakes region fleeing the war in the Democratic Republic of Congo. A constructivist grounded theory approach was used to conduct and analyze twelve in-depth interviews with refugee youth aged 18–25 years old. Initial, focused, axial, and thematic coding were employed to develop a context-specific framework of meanings and strategies associated with social inclusion and exclusion of refugee youth. This study explained participants’ experiences in three categories: before migration in refugee camps, after migration to the United States, and overlapping experiences pre-and post-resettlement. Before resettlement, participants described social exclusion as injustice, lack of refugee policies, and limited resources in refugee camps. Social exclusion after resettlement was described as having limited English language skills and experiencing loneliness and culture shock. Loss of identity, discrimination, and dehumanization led to social exclusion experiences pre-and post-resettlement. Participants employed intrinsic strategies to promote social inclusion such as spirituality, ignoring discrimination experiences, and having the motivation to succeed. At a community level, participants used pre-migration privileges, refugee community resources, and social support to promote social inclusion. Resilience and social interactions were overlapping inclusion strategies through the resettlement journey. This study findings highlights practice and policy recommendations. Schools and community-based programs should employ cultural competency in program planning. The findings also suggest that refugee youth value mentorship from youth refugees who have successfully navigated the resettlement process to establish social inclusion through community building.
Supporting Refugee Health through Academic and Community Partnership: The Eastern Virginia Medical School Refugee Health Collaborative
Paper Presentation in a Themed Session Alexandra Leader, Lydia Cleveland
Forced migration progressively characterizes the nature of our global community. Local health care systems must adapt to meet diverse needs and incorporate distinctive strengths of societies that include growing refugee and immigrant communities. Approximately 18,000 refugees have been resettled in Virginia, USA since 2013. The Global Health Division at Eastern Virginia Medical School (EVMS) founded the Refugee Health Initiative in 2017 in partnership with the federally-sponsored refugee resettlement agency (Commonwealth Catholic Charities), local branches of the Virginia Department of Health, non-governmental organizations, local public schools and churches, and refugee community leaders to collaboratively improve access to healthcare and health education within refugee communities of Hampton Roads, Virginia. Incorporation of EVMS medical students and faculty in health service, research, and training focused on refugee health priorities in partnership with refugee community members and organizations has facilitated the collaborative identification and management of specific refugee health needs, empowering both patients and professionals. The EVMS Refugee Health Collaborative has facilitated implementation of bi-monthly refugee health fairs, ongoing mental health research, international refugee health service, and professional development to improve the health of refugee communities and the provision of culturally-appropriate and linguistically-competent healthcare.
African Cultures: The Role of Cattle in the Changing Identities of Swazi Women
Paper Presentation in a Themed Session Betty S. Dlamini
This paper examines the role of cattle in the changing identities of Swazi women as individuals from birth to death and as a nation from the pre-colonial era to date. The investigation was inspired by two major forces. Firstly, my personal experiences as a woman raised questions whose answers are answered in this paper. Secondly, I observed multiple culture-related conflicts pertaining to the social statuses of Swazi women in general. Thirdly, I read some existing scholarly literature on women and cattle and found misleading misconceptions that were a result of the anthropologist’s reliance on a direct translation. The culmination of these three forces made me realize the quest for the relationship between Swazi women and cattle was inevitable. The paper answers three multifaceted questions about the relationship of Swazi women and cattle: What was the relationship of Swazi women and cattle at birth, puberty, early and late adulthood during the pre-colonial era? What changes took place in the relationship between cattle and women during the height of colonialism? What is the relationship of Swazi women and cattle at birth, puberty, early and late adulthood during the pre-colonial era? It concludes with recommendations for further research.
