Improving Somali immigrant education in the midwest by listening to their voices





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Research question: How do Somali immigrant students describe their experiences in mainstream classrooms? This qualitative capstone study is useful because it is systematically examines the specific experiences of three Somali immigrant high school students. It reports their interpretations of experiences in mainstream classrooms and how those interpretations have affected their choices. The Somali immigrant students were interviewed through open ended questions. By collecting data from their experiences and interpreting the findings within their natural context the reported outcomes of the students' experiences was astonishing. Findings indicate that school was stressful for these Somali immigrant students for multiple reasons. School challenges included: mastering a new language in an academic setting communicating with teachers, and the frustrations of understanding the school system. This study concludes with recommendations for improving the educational experiences of Somali immigrant students.

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