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Exploring the impacts of war and relocation on Iraqi refugees and their educational experiences through Transition Theory

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Exploring the impacts of war and relocation on Iraqi refugees and their educational experiences through Transition Theory

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Content IMPACTS OF WAR AND RELOCATION ON IRAQI REFUGEES
EXPLORING THE IMPACTS OF WAR EXPOSURE AND RELOCATION ON IRAQI
REFUGEES AND THEIR EDUCATIONAL EXPERIENCES THROUGH TRANSITION
THEORY
by
Gasia Pushian
A Thesis Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In partial fulfillment of the
Requirement for the Degree
MASTER OF EDUCATION
(EDUCATIONAL COUNSELING)
May 2024
Copyright 2024 Gasia Pushian

IMPACTS OF WAR AND RELOCATION ON IRAQI REFUGEES
Acknowledgments
I’d like to give a special thank you to my thesis committee for being a part of such an
important journey. Thank you for looking over my work, leading discussions, and making
recommendations. I have learned so much from you.
Dr. Sheila Marie Banuelos, you have been my rock in this process. Thank you for being
the most beautiful, resilient, and courageous soul. This research would not have been possible
had you not guided me through every step of the way. Thank you for being my thesis dictionary.
Thank you for always making time to answer questions, elevating me during times of doubt, and
answering my texts on a Saturday. I am filled with gratitude and pinch myself for having you as
a mentor. I can only hope that others would be so lucky to have the privilege of learning from
you.
Dr. Atheneus Ocampo, thank you for being the greatest critical thinker and challenger. I
have learned so much from you throughout the years and especially in this process. Thank you
for being a friend that is always open for conversation. Thank you for teaching me to think
differently, to look at obstacles from the outside in, and most importantly, to give love freely.
Dr. Jonathan Wang, I think you are one of the toughest graders when it comes to writing
in the Educational Counseling program, and I appreciate that. Thank you for holding me
accountable to be the best writer I can be. Thank you for always being willing to pass on your
wisdom and knowledge. Thank you for always leading with positivity, reminding me of my
strengths, and celebrating me in this process.
Dr. Tzoler Oukayan, what can I say? You have brought me into this mess!
Thank you for giving me the opportunity to learn from you and making me want to pursue higher
education. Having you as a leader when I was a student at Glendale Community College made
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IMPACTS OF WAR AND RELOCATION ON IRAQI REFUGEES
me think, “I want to be like her when I grow up!”. Thank you for always making the time to
chat, teaching me how to be the best leader that I can be, opening doors for me throughout the
years and making the time to be a part of this thesis.
To my dearest research participants, you have no idea how much I appreciate your time,
input, and vulnerability. You have taught me so much about you, myself, and the world around
me. This research would not have been possible without you and I will do the best that I can to
take the experiences that you have shared and turn them into a vessel to support refugees through
the years to come. Thank you for sharing yourselves with me and the rest of the world.
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Table of Contents
Acknowledgments..........................................................................................................................ⅱ
List of Figures................................................................................................................................ⅸ
Abstract..........................................................................................................................................ⅹ
Chapter One: Overview of the Study...............................................................................................1
President Bush Addresses the Nation........................................................................................ 1
Background of the Problem....................................................................................................... 3
Centering My Why.............................................................................................................. 3
Theoretical Framework..............................................................................................................7
Statement of the Problem...........................................................................................................7
Purpose of the Study.................................................................................................................. 8
Brief Description of Methodology.............................................................................................9
Organization of Thesis...............................................................................................................9
Definition of Terms..................................................................................................................10
Chapter Two: Review of the Literature......................................................................................... 12
Just War Theory....................................................................................................................... 12
What Is the Iraq War?.............................................................................................................. 13
Was the Iraq War a Just War?............................................................................................ 13
What Are PTSD and Anxiety?.................................................................................................14
Who Are Refugees?................................................................................................................. 15
Women Refugees............................................................................................................... 17
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What Kind of Support Are Refugees Granted Upon Arrival to the U.S.?...............................17
Cultural Assimilation and Integration......................................................................................18
Self-Efficacy and Resilience..............................................................................................19
Resettlement Expectations.................................................................................................20
Language Acquisition........................................................................................................ 21
School Programs Available for Refugees.......................................................................... 22
Parent-Child Relationships................................................................................................ 23
Historical Gaps in Education............................................................................................. 24
Education and Relocation.................................................................................................. 25
Theoretical Framework............................................................................................................27
Chapter 3: Methodology................................................................................................................ 31
Research Design.......................................................................................................................31
Site and Participant Selection.................................................................................................. 32
Sampling and Recruitment.......................................................................................................32
Participant Recruitment........................................................................................................... 32
Instrument................................................................................................................................ 33
Data Collection and Analysis...................................................................................................34
Credibility and Trustworthiness...............................................................................................35
Researcher’s Background and Positionality............................................................................ 35
Chapter Four: Findings and Implications...................................................................................... 36
Narratives.................................................................................................................................37
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Omar.................................................................................................................................. 37
Haifa...................................................................................................................................37
Sally................................................................................................................................... 37
Salma..................................................................................................................................38
Noor................................................................................................................................... 38
Ahmed................................................................................................................................38
Raad................................................................................................................................... 39
Narratives Closing................................................................................................................... 39
Interview Findings................................................................................................................... 39
Situation................................................................................................................................... 40
War and Unsafety in Iraq................................................................................................... 41
The Move to the United States and Starting Life Over..................................................... 42
The Process of Acclimation, Accepting Safety, and Survivors Guilt.......................... 42
Becoming a Part of the New Education System................................................................ 44
Navigating School As First Generation Students, Language Barriers and Self-Efficacy
45
Self........................................................................................................................................... 46
Goals and Aspirations........................................................................................................47
Resilience...........................................................................................................................48
Accountability for Oneself.................................................................................................49
Strategies..................................................................................................................................50
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Volunteering.......................................................................................................................50
Meeting With School Counselors...................................................................................... 50
Family and Friends............................................................................................................ 51
Other Findings................................................................................................................... 52
Support.....................................................................................................................................53
Absence of Mental Health Support....................................................................................53
Familial Support.................................................................................................................54
Community College...........................................................................................................55
Role of Professors in Supporting Refugees................................................................. 56
Support of ESL, ELD, and Non-credit Classes..................................................................57
Chapter Closing....................................................................................................................... 57
Chapter 5: Discussion of Findings and Implications..................................................................... 59
Discussion and Implications.................................................................................................... 59
Situation................................................................................................................................... 60
Self........................................................................................................................................... 65
Strategies..................................................................................................................................66
Support.....................................................................................................................................68
Limitations and Delimitations..................................................................................................71
Future Research....................................................................................................................... 72
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Recommendations for Initial Onboarding............................................................................... 73
Recommendations for Educational Institutions.......................................................................74
K-12................................................................................................................................... 74
Higher Education............................................................................................................... 74
Recommendations for Refugees.............................................................................................. 76
Conclusion............................................................................................................................... 77
Chapter 6: Epilogue....................................................................................................................... 78
A Letter to You........................................................................................................................ 80
References......................................................................................................................................82
Appendices.....................................................................................................................................90
Appendix A: Recruitment Email............................................................................................. 90
Appendix B: Recruitment Flier................................................................................................91
Appendix C: Demographic and Screening Questionnaire.......................................................92
Appendix D: Interview Protocol..............................................................................................94
Appendix E: University of Southern California Information Sheet (IRB)..............................96
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List of Figures
Figure 1: Schlossberg’s Transition Theory………………………………………………………27
Figure 2: Emerging Sub-Themes ……………………………………………….……………….60
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Abstract
This qualitative research examines the realities of Iraqi refugees who experienced the war of
2003 in Baghdad. It observes the emerging themes of how the transition to the United States
impacts these individuals as they acclimate within American society and the American education
system. This research utilizes Schlossberg's Transition Theory to shed light on the Iraqi transition
experience based on their situation, self-perception, strategies utilized, and support systems.
Through this qualitative research and conducted interviews, the findings showed a consistent
pattern of resilience amongst Iraqi refugees after relocation and a visible gap in support available
to those refugees within academic settings in the United States.
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Chapter One: Overview of the Study
President Bush Addresses the Nation
The Oval Office
10:16 P.M. EST
The President: My fellow citizens, at this hour, American and coalition forces are in the
early stages of military operations to disarm Iraq, to free its people and to defend the
world from grave danger.
On my orders, coalition forces have begun striking selected targets of military importance
to undermine Saddam Hussein's ability to wage war. These are opening stages of what
will be a broad and concerted campaign. More than 35 countries are giving crucial
support -- from the use of naval and air bases, to help with intelligence and logistics, to
the deployment of combat units. Every nation in this coalition has chosen to bear the duty
and share the honor of serving in our common defense.
To all the men and women of the United States Armed Forces now in the Middle East,
the peace of a troubled world and the hopes of an oppressed people now depend on you.
That trust is well placed.
The enemies you confront will come to know your skill and bravery. The people you
liberate will witness the honorable and decent spirit of the American military. In this
conflict, America faces an enemy who has no regard for conventions of war or rules of
morality. Saddam Hussein has placed Iraqi troops and equipment in civilian areas,
attempting to use innocent men, women and children as shields for his own military -- a
final atrocity against his people.
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I want Americans and all the world to know that coalition forces will make every effort to
spare innocent civilians from harm. A campaign on the harsh terrain of a nation as large
as California could be longer and more difficult than some predict. And helping Iraqis
achieve a united, stable and free country will require our sustained commitment.
We come to Iraq with respect for its citizens, for their great civilization and for the
religious faiths they practice. We have no ambition in Iraq, except to remove a threat and
restore control of that country to its own people.
I know that the families of our military are praying that all those who serve will return
safely and soon. Millions of Americans are praying with you for the safety of your loved
ones and for the protection of the innocent. For your sacrifice, you have the gratitude and
respect of the American people. And you can know that our forces will be coming home
as soon as their work is done.
Our nation enters this conflict reluctantly -- yet, our purpose is sure. The people of the
United States and our friends and allies will not live at the mercy of an outlaw regime
that threatens the peace with weapons of mass murder. We will meet that threat now, with
our Army, Air Force, Navy, Coast Guard and Marines, so that we do not have to meet it
later with armies of firefighters and police and doctors on the streets of our cities.
Now that conflict has come, the only way to limit its duration is to apply decisive force.
And I assure you, this will not be a campaign of half measures, and we will accept no
outcome but victory.
My fellow citizens, the dangers to our country and the world will be overcome. We will
pass through this time of peril and carry on the work of peace. We will defend our
freedom. We will bring freedom to others and we will prevail.
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May God bless our country and all who defend her.
End 10:20 P.M. EST. (NARA, 2003).
Background of the Problem
The invasion of 2003 in Iraq resulted in the deaths of hundreds of thousands of Iraqi
civilians (Cost of War, 2023; Nawaz & Sagalyn, 2023). Throughout and after the invasion, Iraqis
faced death threats, gunshots, bombings, poverty, illnesses, and the list continues (Cost of War,
2023; UNHCR, 2023). Twenty years later, Iraqi displacement remains a product of the atrocities
of war. Approximately 1.1 million Iraqi refugees have fled the country, seeking refuge within
neighboring regions or looking for a host country to settle in (Costs of War, 2023). The United
Nations Refugee Agency (UNRA) (2023) states that refugees are those who fled their homes,
jobs, and families due to war and violence. According to the United States (U.S.) Census (2023),
Iraqis make up 160,598 of the U.S. population which is roughly 0.05%.
As a result of war, Iraqis face the adversaries of becoming refugees and acclimating to
host countries while learning numerous ways to cope with starting their lives over (UNHCR,
2023) and embarking on new educational systems. In this research, the United States will be the
host country of focus as it becomes the new home for this refugee population.
Centering My Why
March 20, 2003, in Baghdad, Iraq, the civil defense siren warned the people to quarantine
as the American aircraft made their way toward the former president, Sadam Hussain’s palace. I
remember sitting in a corner with my mother, confused about why such occurrences existed. I
had many questions, except the strongest emotion dictating my reality was fear. I will never
forget the horrifying sound of the civil defense siren that was followed by the sounds of the
aircraft flying over my house frightfully close as the frequency shook our home every time. It is
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ingrained in my brain how I experienced horror and deceit at the age of six as the promises of
freedom and liberty were simply words ever so stale, falling to the ground and shattering for the
rigidity of those promises manifested in the further oppressive state that it was Iraq; a brittle
sense of being.
As a six-year-old, I was not familiar with what war meant. On some days, we had to
evacuate; on others, we had to host family members because they had to evacuate, but I thought
it was a large party. It became customary to watch American tanks pass through our narrow
streets. They were so loud and heavy looking; they would pierce through the street concrete,
leaving white marks as they dug deeper every visit. They would sometimes stop by our houses,
and we would come out. They always seemed so lovely and talked and laughed with us as the
military folks attempted to say an Arabic word they had learned. It was not very clear because I
could not comprehend why the people who were being mean to my country were nice to us, the
civilians.
As years went by, I became comfortable leaving for school with the idea that I might not
return home. I became desensitized to the bombings, shootings, and things that I had previously
only seen in my brother’s favorite video game, Call of Duty: Black Ops. When bombs would go
off, we always ran to the roof of our house to see which direction the smoke was coming from,
and based on that, we would call our loved ones to make sure they were okay. All bombs were
loud, but we determined the proximity based on how loud they were and how much the pressure
shook or broke our windows at home. I remember an instance where a bomb was so loud that we
soon discovered it was at my school, a mile down from my house. We attended school the next
day, casually cleaned the shattered window glasses, and continued with our lives. It was the type
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of freedom that none of us seemed to enjoy, but we made our peace because it was the only
freedom we could have.
As years passed and numerous other similar stories of normalized violence in my life that
I could not fit into this paper continued, the impacts on my family and me were agonizing.
Eventually, my father was kidnapped and never returned home which deeply informed my
mother's decision to flee the country. Thus, after four years of applying to become refugees,
interviewing, and numerous screenings, we entered Los Angeles, United States, on September 1,
2011.
For years after our arrival, I watched my mother struggle to raise us, her three children.
Our family of four started from zero. The gaps in our ages put us in different positions
emotionally, mentally, academically, and financially. Upon arrival, as a 16-year-old high school
freshman, I was told that my chances of graduating high school were slim to none. My English
placement tests spoke for themselves, given that I had scored low enough to be placed in
elementary-level English. The first three months of high school were difficult; I cried a lot. I
never understood how I was to enroll in classes such as World History, which taught about The
Boston Tea Party, and Earth Science, which required learning about the core of the earth and
volcanoes, while simultaneously being placed in level 1 English classes that taught the ABCs.
After literally fighting to stay alive, I was in Los Angeles, but I was not to graduate high school.
I felt like a failure. Despite this feeling, I made it my mission to beat the odds because I was not
going to settle for becoming a statistic. I was not to become a part of quantitative research on
how many arrived young but did not make it due to socio-economic circumstances.
I obtained a weekend job at Old Navy and exhausted my 0 period and summer classes,
which all improved my English speaking abilities. I became the friend who never had time to go
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to the mall on the weekends or do things that 16-year-olds did, which eventually made me the
friend who was no longer invited for always saying no. By junior year, I attended English classes
with my native English-speaking peers. In 2014, I graduated high school with my class. I tell this
story because even though I consider it a success, equity in education failed me. It was easy for
my school administration to categorize the likes of me as not good enough. My momentum was
derived from resentment rather than the belief of my high school educators in my ability to excel.
Regardless of graduation, I was not UC or CSU-bound. While Glendale Community College is
the best thing that happened to me as an 18-year-old, having other opportunities would have been
great, but community colleges were my only option. After three years of community college and
an associate degree in business administration, I transferred to the University of California San
Diego (UCSD). I obtained a bachelor's degree in political science in 2019.
My journey between 2011 and 2014 included culture shock, schooling to prove myself,
and working to support myself in becoming an American teenager who wanted to have
everything. Then, between 2014 and 2019, I learned what being a first-generation college student
meant. I experienced living independently, learning and developing myself, making mistakes,
and navigating being privileged to attend a prestigious school. From 2019 to 2022, I finally
allowed myself to step back and digest the first 26 years of my life. I took the chance to relive
the things I had put in a box and thrown the key away ever since the move. I wanted to stop
pretending that my past did not happen or exist. I wanted to stop feeling worthless, so I did the
work. I sought therapy, and no matter how financially, mentally and emotionally costly that was,
it needed to be done. In August 2023, I became an Educational Counseling graduate student at
the University of Southern California (USC). I cannot wait to graduate and become the person to
make a difference in the lives of people like me.
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All in all, those experiences have impacted the way I am today. In this research study, I
will uncover the intricate details of being a person who experienced war, a refugee, and an
individual hoping for a better life in the United States all while navigating academic settings in
the United States.
Theoretical Framework
This thesis utilizes the transition theory to better understand the aspects impacting the
transitions and overall well-being of the Iraqi people who experienced war and displacement.
Nancy Schlossberg constructed the Transition Theory to observe how individuals cope with and
adjust to change (Evans, 1998).
Through her establishment of the 4 S's, this research will explore the impacts of war and
displacement on Iraqi refugees and their academic experiences in different dimensions. With the
situation, the focus will be on the first-hand experiences of refugees where they reflect on the
experience of war-torn Iraq, the move, their new lives, and academic endeavors. Second, self will
investigate how self-efficacy, resilience, and the values of Iraqi refugees manifest personally
throughout those events. Third, strategies will focus on how the individuals navigated through
transitioning into their new lives. Fourth, support will examine the individuals' community,
familial, and other available external support.
Statement of the Problem
The exposure of Iraqis to war and their subsequent relocation to different countries have
been experiences stained with unfathomable obstacles, including violence, trauma, and
dislocation (Hammer, 2017). The impact on the self-efficacy and resilience of these people and
the change in their life trajectories remain critical areas of scrutiny (Schlechter et al., 2022).
Comprehending how these extreme experiences change their emotional, mental, and physical
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well-being and overall life outcomes is imperative for educational policies, communities, support
systems, and interventions. Despite the numerous articles and research about refugees and the
Iraqi invasion, the literature has many gaps in the nuances of the refugee experiences. While
different research focus on the hardships faced by this population, this study aspires to fill in the
gaps to help refugees in need by shedding light on those who have become success stories; this
research aims to counter deficit-mindset narratives and instead use adversity as a superpower
rather than conforming to become a negative statistic. This study focuses on utilizing a
qualitative methodology, conducting interviews, and gathering personal narratives from Iraqi
refugees that will respond to the following research question: How has the exposure to war and
the subsequent relocation to the United States impacted the Iraqi refugees and their educational
experiences?
Purpose of the Study
This work is deeply layered, aligning with the complexity of the refugee experience. Of
course, since this project is rooted in academia, this study aims to educate, inform, and bring
awareness to educators who may work with this population to birth initiatives that will support
the transitions of not only Iraqis but refugees generally as they acclimate within the American
society and start exploring their educational aspirations. However, more significantly, this study
explores the strength of Iraqi refugees. This research seeks to understand the psychological
effects of war and the self-efficacy and resilience it takes to endure turmoil and relocate. It is to
bring awareness to refugees of the importance of seeking therapy and strengthening their
consciousness. It is to help refugees recognize the significance of directing intentional focus on
their mental well-being as much as they intend to the rest of the avenues of their new lives. It is
to show the measure of determination and the belief of Iraqis in their ability to restart their lives
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and what that looks like. It is to fill in the gap in research by an Iraqi woman who experienced
the Iraq war first-hand. Lastly, this study intends to show that despite the hardships of war, Iraqis
are admirable for using their pain as their superpower to let go and build new foundations for
future generations.
Brief Description of Methodology
For this study, I utilized the qualitative research method, more specifically, the
phenomenological approach, which focuses on the lived experiences of the individual (Creswell,
2007). For this research, I interviewed seven Iraqi refugees. The persons interviewed are Iraqis
who experienced the U.S. invasion, moved to the United States, and attended American schools.
In Chapter 3, I further reveal specific criteria for sampling and recruitment. The intention was to
collect enough data for qualitative research and allow the opportunity to explore the connection
and comparison of experiences between Iraqis who have moved to the States at different times
and shed light on the possible similarities and contrasts within their demographics.
Organization of Thesis
The beginning of Chapter 2 gives an overview of the Iraq war and challenges the
legitimacy and justness of the invasion. Moreover, with existing literature, this chapter explores
the stages of being an Iraqi who experienced war and assimilated into the United States. Hence,
observing the mental and emotional consequences of war, the meaning of becoming a refugee,
cultural assimilation and integration, resettlement expectations, and the various challenges of
resettling in the United States. Chapter 3 examines the research design, participant selection,
sampling and recruitment, data collection and analysis, and the study's limitations. Chapter 4
contains the qualitative data collected and a summary of the findings. Chapter 5 includes the
analysis, implications, recommendations, and conclusions. Last, chapter 6 is an epilogue and
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reflection on how this study came to be and how it shaped how I look at my own experiences as
an Iraqi woman who assimilated to the United States and has developed over time.
Definition of Terms
For this study, I will be defining the following terms as such:
Just War Theory: The co-existence of legitimacy in war and the boundaries of how war should
be waged (Carnegie Council for Ethics in International Affairs, 2023).
Jus Ad Bellum: Refers to the criteria that consider a war justifiable. This criteria may include
intention, legitimacy, and authority (Ngai, 2019).
Jus In Bello: Focuses on the parties engaged in warfare and the ethical and legal principles they
must follow; for instance, the accountability of not causing any harm to civilians during an
armed conflict (Ngain, 2019).
Post Traumatic Stress Disorder: The prolonged effect of a stressful event that shifts the
trajectory of thoughts, feelings, and perceptions of the world for long periods if left unaddressed
and untreated (Desir, 2022; Knipscheer et al., 2015).
Anxiety: An emotion manifested by thoughts of worry and feelings of discomfort, as well as
through the physical body, such as instances of increased blood pressure (American
Psychological Association, 2024).
Refugees: A group of people who have left their homes, families, and jobs to seek safety and
settlement in another area or country due to violence and war in their home country (The UN
Refugee Agency UNRA, 2023).
Assimilation is the process by which one adopts the culture of the host country, resulting in the
homogenization of one's own cultural identity (Berry, 2005).
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Integration: The process in which individuals can adapt to the host country's culture while also
maintaining their own culture (Berry, 2013).
Self-efficacy: One's belief in their capability to perform a task and achieve a desired outcome
(Bandura, 1977).
Resilience: One's ability to adapt to challenging obstacles that could be physical, emotional, or
mental and successfully adjust to changes (American Psychological Association, 2023)
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Chapter Two: Review of the Literature
The purpose of this chapter is to present the available literature on what war is and what
it is like to experience it. It elucidates the consequences of war that follow becoming a refugee,
experiencing psychological turmoil, and assimilating into the United States. This chapter
provides an overview of the process of integration, the challenges and opportunities present to
the Iraqi refugees in particular, and the ways self-efficacy and resilience play a role as they settle
in and restart their lives in the United States and embark on new academic journeys.
Just War Theory
Just war theory is a term first coined by Saint Augustine in Christian theology (2018). It
is a war “justified by a moral or legal tradition. Just war theory presumes that there are legitimate
uses of war but also sets moral boundaries on the waging of war” (Carnegie Council for Ethics in
International Affairs, 2023). Just war theory operates in two dimensions that justify war: Jus ad
bellum and jus in bello (Ngai, 2019; Stahn, 2006). Jus ad bellum means justice to war (Ngai,
2019; Stahn, 2006). It indicates that the nation declaring war has considered peaceful ways to
resolve a conflict, but war is the only answer to resolution. Additionally, the person in authority
must evaluate the positives and negatives of war on both its nation and the opposing country
(Ngai, 2019; Stahn, 2006). If the positive outcomes of this war outweigh the negatives, then
there is justice to war (Ngai, 2019).
On the other hand, Jus in bello represents justice in war (Ngai, 2019; Stahn, 2006). Jus in
bello states that commanders and soldiers must follow specific rules and regulations in combat. It
is a priority not to harm unarmed civilians and to maintain the awareness not to wound or injure
them as much as possible (Ngai, 2019).
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What Is the Iraq War?
To better understand the multitude of afflictions faced by civilians of war, which in this
case, Iraqis, it is necessary to address where and how it all began. National Geographic (2022)
defines war as a “violent conflict between states or nations.” In 2003, with the help of the United
Kingdom, the United States sought the sole approval of the legislative branch and invaded Iraq,
declaring that Iraq’s possession of weapons of mass destruction was threatening and disregarding
the global peace resolution of the United Nations (Ngai, 2019). As two decades have passed
since the Iraq invasion, questions related to its justness remain. Ngai (2019) supports his research
by further integrating the just war theory to observe the possible intentions of the Iraq war.
Was the Iraq War a Just War?
When the accusations of terrorism surfaced, Iraq was compliant with the UN’s request to
enter the Iraqi territory to inspect and investigate for weapons immediately (Kelley, 2023). The
Iraqi administration believed this was a framing tactic because they did not possess destructive
weaponry (United et al., 2003). Regardless, the Bush administration declared war on Iraq, which
negates the possibility of jus ad bellum because, due to the immediate cooperation of the Iraqi
government, the war would not be considered a last resort (Kelley, 2023; Ngai, 2019).
Further research supports the argument of how unjust the invasion was by observing the
chemical weapons used by the U.S. military during the war, such as depleted uranium (DU),
which are categorized as small nuclear weapons (Edwards, 2014). Furthermore, despite its
superiority in military resources, the continuation of prejudiced oppression translated into the
ways American personnel treated the Iraqi prisoners in Abu-Ghraib (Meyer, 2004; Ngai, 2019).
Prisoners were tormented and faced with sexual and overall physical abuse that was then shared
online for the world to see (Meyer, 2004; Ngai, 2019). Further cementing this argument was the
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loss of Iraqi civilians, which was studied to be five times the number of deaths in Afghanistan
(Ngai, 2019), indicating that the United States failed to oblige jus ad bellum and jus in bello in
war.
After studying just war theory and contemplating the intentions of war, I failed to
understand the true objectives behind the Iraq war. In contrast, this research is not an attempt to
understand the why of war; it is to observe the what of post-war. In this research, I study the
survivors of war who were able to seek asylum and become refugees in a country unfamiliar with
everything they had known, hoping for safety and a sense of peace in their lives as they pursue
new academic opportunities.
What Are PTSD and Anxiety?
This section will explore the impacts of war on mental health. For instance,
Post-Traumatic Stress Disorder (PTSD) is a psychiatric disorder that results from an individual
experiencing traumatic events that are unusual and terrifying (American Psychiatric Association,
2022; Knipscheer et al., 2015). Commonly, the traumatic event is due to a firsthand experience
that negatively impacts the individual's emotional, physical, or mental well-being, and it usually
prolongs its symptoms in the long term (American Psychiatric Association, 2022; Mayo Clinic,
2022). A traumatic event may include physical, emotional, and sexual abuse, childhood neglect,
sudden and unexplained separation from loved ones, poverty, violence in the community, war,
terrorism, racism, oppression, and discrimination (The National Child Traumatic Stress Network
(NCTSN), 2023). The reliving of the symptoms of PTSD may appear as flashbacks of the
traumatic event, nightmares, uncontrollable or intrusive thoughts, fear, and anxiety (American
Psychiatric Association, 2022; Mayo Clinic, 2022; Samuelson, 2011). In addition, the American
Psychiatric Association (2013) went as far as adding to the classification of PTSD to be an
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emotional response that also appears as anger, guilt, and shame. Moreover, Samuelson (2011)
states that PTSD can also cause an avoidance response that impacts memory and the recollection
of aspects of the traumatic event. To further expand on the long term impacts of trauma, Mrug et
al. (2015) found that over time, emotional reaction becomes reduced when individuals witness
violence at an early age and or consistently. Roamers Therapy (2024) connects to that by adding
that when trauma is not coped with or treated, it can lead to desensitization. Therefore, based on
the literature, we may conclude that trauma shows as a stressful time in the short term. However,
when trauma becomes apparent with its negative impacts in the long term, it may be classified as
PTSD.
Anxiety, on the other hand, can also be evident due to unpleasant experiences. However,
it happens to bring feelings of worry due to future possibilities and feelings of fear (American
Psychological Association, 2024). Anxiety may also show up physically, causing high blood
pressure and feelings of restlessness (American Psychological Association, 2024). According to
Bhui et al. (2003), trauma requires clinical exploration and diagnostic evaluation to determine its
classification. While there is a connection to those who experience war, PTSD, and anxiety, this
research does not imply that all individuals react in the same way.
Who Are Refugees?
According to the UN Refugee Agency (2023), refugees are individuals who have left
their homes, possessions, jobs, and loved ones to cross an international border to find safety due
to war and violence in their home country. The UNRA (2023) divides refugees into "migrants,
asylum seekers, and internationally displaced persons."
The United States is one of 20 countries accepting refugees worldwide (UNRA, 2023). In
2022, the United States accepted 25,465 refugees (International et al., 2023). Surprisingly, there
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has been a significant increase in refugee admissions since the Trump administration (IRC,
2023).
Regarding refugees, there are several criteria that applicants must satisfy for refugee
admission consideration in the U.S. (IRC, 2023). First, they must be considered a "special
humanitarian concern" (IRC, 2023) per the determination of the U.S. government. Second,
applicants must not be seeking settlement in another foreign country. Third, they must pass the
security and medical clearance (IRC, 2023). Fourth, the applicants must meet the overall legal
requirements of the government depending on their situation and the specific criteria beyond
what is explicitly stated (IRC, 2023).
While the IRC (2023) states, "Out of more than 26 million refugees in the world, less
than one percent are considered for resettlement worldwide" (para 3), those who can emigrate
will require specific ways of vetting. In addition to the challenges of being a refugee, their
screenings are more intensive than other groups attempting to come to the U.S. (IRC, 2023). All
those seeking to come to the United States must register with the United Nations refugee agency
(IRC, 2023). The agency determines which families identify as most in need; after that, the U.S.
hand-selects those allowed to enter the country based on evaluations conducted through rounds
of interviews (IRC, 2023).
After the selection process, the U.S. government authorities conduct intense security
screenings “including the FBI, the Department of Homeland Security, the Department of
Defense, and multiple security agencies” (IRC, 2023, para.3). This process generally takes up to
38 months, and additional security checks after the refugees arrive in the United States take 30 to
90 days (IRC, 2023).
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Women Refugees
According to the UNHCR’s most recent statistics, over half of the 100 million refugees
who were displaced worldwide were reported to be female (Ehlers, 2023). Refugee women and
girls are the most vulnerable during times of displacement (Ehlers, 2023; Parish, 2017). During
the immigration process, they often encounter sexual violence, physical abuse, gender-based
discrimination, and child marriage (Ehlers, 2023; Parish, 2017). Nevertheless, these women often
play a proactive role during emergencies as they become at the forefront of caregiving and
initiate organizing relief and support. While this may often be the case, it is a systemic issue
when policymakers fail to consider the perspectives of those women while making long-term
policy changes (Ehlers, 2023). These unfortunate truths show a specific side to women’s
suffering; however, the media fails to emphasize other truths, such as the women’s ability to
produce and contribute “$1.4 trillion to the annual global GDP” (Women For Women
International, 2022, para.13).
The perpetuation of viewing women from a deficit perspective is a detriment when
attempting to bring forth initiatives intentional to helping women. Women’s experiences,
strengths, and skill sets are valuable, contributing components to the well-being and safety of
women worldwide to shape policies and initiatives that help protect and elevate them.
What Kind of Support Are Refugees Granted Upon Arrival to the U.S.?
Some resettlement agencies work with the U.S. government, placing the refugees with
local affiliates and “providing initial services for up to 90 days after arrival” (U.S. Department of
State, 2023, para.4). The government funds these agencies with a set amount of funding limited
per refugee for the agency to spend on finding housing, employment, food, and furnishings (U.S.
Department of State, 2023). The agency services also include initiatives to introduce refugees to
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their local health care system (U.S. Department of State, 2023). Even though the U.S. requires
thorough check-ups before they arrive in the States, they perform further medical examinations
in the refugees’ new communities (IRC, 2023). Additionally, the United States government
believes that learning English is crucial to integrating within American society and, most
importantly, becoming self-sufficient; therefore, agencies also encourage and assist refugees to
register for English courses at nearby schools (IRC, 2023).
In addition to language acquisition and transition, agencies help those who have suffered
from human violence and human trafficking traumas to receive care and the support they require
to promote recovery by collaborating with local service providers and communities (IRC, 2023).
Agencies ensure that parents know the schooling options available to their children and provide
aid such as backpacks, notebooks, and supplies necessary to succeed in school (IRC, 2023).
Lastly, the government offers the refugees stipends to cover the expenses of their first three
months upon arrival. However, the U.S. government does encourage finding jobs as quickly as
possible. In the employment process, the resettlement agencies connect with local employers to
help find job opportunities and assist with resume and interview preparations (IRC, 2023).
Cultural Assimilation and Integration
Milton Gordon developed the model of assimilation, which explains the process of the
differences in cultures fading away over time (Gordon, 1961). Gordon proposed that cultural
assimilation was the first of the different stages of assimilation (Gordon, 1961). Cultural
assimilation, also known as acculturation, indicates that with assimilation, a person starts to take
on the cultural orientation of the host country (Gordon, 1961). Conversely, the following stages
of assimilation are structural as they indicate that once an individual has integrated themselves
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into the various structures of the societal network of the host country, the rest of the assimilation
phases follow (Gordon, 1961).
Within this context, Faccini et al. (2015) define assimilation as the coming together of
refugee’s behavioral and attitudinal realities to the new realities of a different country. Cultural
assimilation may not look the same for everyone, but different patterns may occur in citizenship
acquisition, language, education, employment, housing, and community (Abramitzky, 2017;
Faccini et al., 2015).
On the other hand, cultural integration is when a group of individuals adopt new cultural
norms in the host country without losing touch with their cultural patterns or customs (Kessler,
2023). Integration can vary depending on how willing the refugees/immigrants are to learn and
introduce their cultures to communities in the host country (Faccini et al., 2015; Kuran &
Sandholm, 2008). The reciprocity also depends on the host country and its willingness to provide
the necessary resources to help support and elevate the newcomers (Faccini et al., 2015; Kuran &
Sandholm, 2008). Integration tells us how open the natives are to providing the space for
refugees/immigrants to express and practice their cultural preferences (Faccini et al., 2015).
The adaptation process of the refugees could vary from one individual to another. Depending on
the state they migrate to, some may have more opportunities to integrate while preserving their
identity rather than assimilating, taking on new identities, and diminishing old ways of being.
Therefore, depending on the age of arrival, refugees may undergo a multifaceted process of
assimilation that perpetuates different measures of self-efficacy and resilience.
Self-Efficacy and Resilience
Generally, self-efficacy refers to task-based self-assurance (Bandura, 1977). Self-efficacy
is a term coined by Bandura (1977) that reflects one's belief in one's capability to act to achieve a
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desired outcome. Self-efficacy is crucial when researching refugees and their abilities to relocate
and start a new life. On the other hand, resilience reflects the magnitude of healing and
improvement caused by a traumatic or stressful event (Garmezy, 1991; Herrman et al., 2011).
While resilience refers to the ability to adapt and possibly achieve mental health recovery,
Herrman et al. (2011) found that the environment and interactions of the person can influence
measures of resilience.
Given that this research focuses on the impacts of integration on self-efficacy and
resilience, I will be further navigating the assimilation portion by shedding light on the different
components below.
Resettlement Expectations
Implicit expectations, in the words of Ramsay (2018), refer to the ideologies that express
patterns in which people comprehend and experience the world around them. These perceptions
are usually related to external influences that shape how things are perceived in the present time
(Tambiah, 1985). Within the context of Iraqi refugees, it is not uncommon for this group to have
had high expectations of what life in the United States may look like within the realms of safety,
freedom, and financial independence (Ramsay, 2018).
Throughout their research, Nashwan et al. (2019) found that most Iraqi refugees had
expectations attached to material substances. They found a pattern in the refugees' expectations
that their new lives would flourish financially, allowing them to save money and live luxurious
lives while financially supporting loved ones overseas (Nashwan et al., 2019).
Secor et al. (2022) called this phenomenon a "Recipe for disappointment" (p. 510). While
the ability to obtain financial stability and freedom is not impossible, refugees' expectations are
understandably devastated by the realities of what it takes to move to a first-world country where
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socioeconomic statuses require a rebuilding of foundations. The opportunity to start a new life
could increase refugees' desire to work hard and achieve their dreams or lower their hopes with
the reality behind the resistance they may encounter.
According to Scott (2023), survival mode expresses ongoing, unresolved stress where the
brain segments related to fear are overactive. Individuals in survival mode may experience
difficulties in focusing, constant exhaustion, the inability to relax, difficulty in remembering, and
irritability with situations that may not be as significant as most (Pfeiffer et al., 2022; Scott,
2023). Survival mode raises the question of what the Iraqi refugees had in mind when they
thought about the move to the States. It is clear that the perception of this group was limited to
the consumption of relative content about the United States shown on TV or online, but how
much of the film series High School Musical is relevant to what high schools genuinely look like
in the United States? Or how clean are the streets of Hollywood compared to what they show in
movies? Entertainment aside, exploring possible expectations in real-life matters could help fill
necessary gaps in research to provide accurate services for refugees that align with their actual
needs.
Language Acquisition
Bleakley and Chin (2010) found that, amongst other factors, English proficiency
significantly impacts how immigrants integrate into the United States socially, interpersonally,
and economically. Refugees are twice as likely to be unemployed in the United States due to
language barriers (Jamil et al., 2012). However, after obtaining a job, they are less likely to be
happy with their employment due to the inadequacy between their expertise and the position they
can obtain during the assimilation process (Jamil et al., 2012). Given that individuals with
proficiency in the dominant language have more opportunities to contact the natives of the host
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country (Jamil et al., 2012; Tip et al., 2018), they become quicker in attaining economic
self-sufficiency (Capps et al., 2015). However, those who report their ability to speak proper
English in their pre-screenings prior to entering the United States overestimate their English
speaking competencies (Capps et al., 2015; Richwine, 2017); while they may obtain some
knowledge of English, their accents and dialects may not comfortably be understood by native
American English speakers (Capps et al., 2015; Jones-Cruise, 2016).
Moreover, while adult refugees undergo linguistic challenges, refugee children face
similar hurdles in their day-to-day lives, except they further take on the burdens of their parents’
lack of English literacy (Escobal, 2022). Child language brokering (CLB) refers to children who
translate on behalf of their family members, siblings, and other adults in a new country; it is also
prevalent for refugee children coming into the U.S. generally to learn English faster than adults
(Crafter, 2018). Because refugee children acclimate quicker with their language acquisition,
some children may even have to go as far as overlooking home bills and becoming the liaison
between parents and the outside world, which leads to their role as an interpreter for their elders
(Crafter, 2018; Escobal, 2022; Severn & Blanco, 2020; Wang, 2016).
School Programs Available for Refugees
Some school programs support refugee students and other students who need to obtain
proficiency in English. Per the San Diego Unified School District (2022), English Language
Development (ELD) courses assist students in their early stages of English learning and
proficiency. Those classes are available to sixth through twelfth grades among middle and high
school students (San Diego Unified District, 2022). At the community college level, English as a
second language (ESL) classes prepare students and equip them with the skills necessary in the
areas of reading, writing, and listening (El Camino College, 2024; Glendale Community College,
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2024). Community Colleges also provide ESL and vocational classes at the non-credit level,
which allow students to learn English and gain work skills for free (El Camino College, 2024;
Glendale Community College, 2024).
Additionally, the California Community Colleges (2024), more specifically the Extended
Opportunity Programs and Services (EOPS), support students disadvantaged by social,
economic, educational, and linguistic barriers through different programs, workshops,
one-on-one meetings, and more. The program offers support to refugees, as well as other
students who may fit the categories mentioned above through counseling, financial aid, and other
services (California Community Colleges, 2024).
Parent-Child Relationships
Observing refugee interpersonal relationships is crucial, specifically among refugee
parents and their children. Refugee parents are at risk of a reduction in self-efficacy, mainly
when they immigrate to a new country with children who are transitioning into adolescence
(Eltanamly et al., 2022). These readjustments appear with the integration stressors that create
conflicts within the family roles, such as disconnections between parents and the children given
the children’s new way of life that the parents find unacceptable or out of the ordinary
(Eltanamly et al., 2022; NCTSN, 2023). Kalmijin (2019) examined the association between
integration and integrational disconnection in immigrant families. He defines dissonant
acculturation as when children and parents have conflicting ideologies about their values
(Kalmijn, 2019). Kalmijn (2019) found that this dynamic has a “negative association between
cultural assimilation of children and parent-child relationship quality” (p. 1420). In this example,
when children become accustomed to their new lives, they will inevitably start adapting to and
building new experiences that may not align with their origins or cultural and familial values.
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Thus, these experiences may create confusion and disputes with their family and parents.
Consequently, Bengtson et al. (2002) found that intergenerational solidarity, which represents the
degree of relatability, closeness, and connectedness between generations, has a negative
correlation with the “integration of parent-child relationship quality” (Kalmijn, 2019, p.1421).
According to Bandura (1991), self-efficacy, in many ways, impacts human functioning,
which results in different cognitive choices. Bandura (1991) argues that higher levels of
self-efficacy result in more intentional decision-making, further parental interest in their
children's lives, and overall support for their children's life choices. However, in the process of
assimilation and integration, an inevitable consequence is a temporary or permanent change in
the refugees' social structures and cultural norms, shifting the sense of belonging among this
group (Eltanamly et al., 2022). With such shifts, parents' self-efficacy lowers as they attempt to
situate themselves. Ali (2008) found that in numerous cases, parents think that they may have let
their children down or failed them due to the imbalance of resilience between navigating their
new lives and accepting their children's unfamiliar ways of growth and expansion.
It is recognizable how discouraging it may be for some parents who grew up and lived
most of their lives having a set belief system. Those beliefs are challenges when their children
start attending American schools and growing their interpersonal relationships. Therefore,
measures of miscommunication and lack of relatability between refugee parents and their
children may become especially apparent as they commonly try to live under one roof in the host
country.
Historical Gaps in Education
Understanding educational gaps necessitates observing the root of imbalances in
opportunities in Iraq. With the safety collapse post-U.S. invasion, refugees were subject to
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bombing, rape, kidnapping, and shootings (Bang & Collet, 2018; Fischer, 2007). Depending on
where they resided, Iraqi families had to take preventative measures in order to ensure the safety
of their children (Bang & Collet, 2018; Ghazy, 2023; Fischer, 2007). While some had the
opportunity to go to school, some were too afraid, and others did not have the option, as plenty
of schools became bases for soldiers, making them subjects for possible attacks (Bang & Collet,
2018). Per Unicef (2023), approximately 3.2 million Iraqi children have no access to school due
to decades of war, struggle, and lack of investment in the Iraqi education system. As of 2023, the
Iraqi government allocated less than 6% of its budget towards education, perpetuating poverty
and disparity (Matta, 2023). In an interview with 40-year-old Dakheel, a refugee in Iraq, he
expressed the struggles of life due to war and has become a testimony of millions of refugees
who are dreaming of owning a home, affording basic needs, and, most importantly, witnessing
their children go to school (World Vision Iraq, 2020).
Education and Relocation
As Iraqi families start their lives over and relocate, children become vulnerable due to
these transitions (El-Shaarawi, 2015; Bang & Collet, 2018). A large number of Iraqi children
miss schooling during the transitioning years from Iraq to neighboring countries in hopes of
migrating to the United States (Bang & Collet, 2018). Several find comfort, if they can, in
temporarily moving to neighboring countries such as Lebanon, Jordan, and Turkey while they
apply to become refugees and wait through the process (Bang & Collet, 2018). Some families
may be discouraged from sending their children to school, while others who wish their children
could obtain an education face external preventative causes beyond their control (Bang & Collet,
2018; Daoud, 2023). For instance, residency status in Lebanon plays a significant role in the
ability of Iraqi refugees to attend school (Bang & Collet, 2018).
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Moreover, some students must take the baccalaureate exam to continue their education,
which often prevents Iraqis from attending school while they wait (Bang & Collect, 2018).
Consequently, families who end up in what they call transitioning countries view this as a
temporary destination even if, due to immigration reasons, they need to stay longer (Bang &
Collet, 2018). Some families may sometimes decide to return to their home country due to
difficulties acclimating to the host country and realizing that moving to a first-world nation
would be an even vaster change for them (Nykiel-Herbert, 2010). Nykiel-Herbert (2010) found
the relocation process and the waiting to have a substantial impact on refugee children, causing a
more significant gap in their education, which pushes Iraqi children back at least two years in
comparison to their peers of the same age at school.
In her quantitative study, Bang (2017) determined that students who experience gaps in
education due to rooted war zones significantly impact their adaptation to their host country.
Consequently, Bang and Collet (2018) found that educators in the United States needed more
knowledge and skill in navigating the teaching of refugee students. These struggles stemmed
from the students’ lack of understanding of the curriculum, acclimation to the culture, and the
teachers’ inability to identify ways to guide these students (Bang & Collet, 2018).
In addition, students experience many challenges once they attend schools in the United
States. At the college level, refugees who identify as first-generation are inexperienced with the
academics and admission processes of the college (Leo, 2021). In many cases, these students
have to learn an entirely new language; additionally, they become exposed to new requirements
and curricula, school campuses and buildings, and new technological advances (Powers, 2022).
Moreover, culture shock appears on many levels, whether it is discrimination, bullying in high
school (Powers, 2022), or students giving into the pressures of trying to change their names into
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“an American one, to feel more accepted” (Faquih, 2022, para.7).
Theoretical Framework
This thesis will integrate transition theory to consider the adaptability measures of Iraqi
refugees as they transition to the United States and experience their new academic settings.
Nancy Schlossberg originated the transition theory. She observed transition experiences
and the contributing factors to the individual's ability to cope with and adapt to change (Evans,
1998). Schlossberg established the 4 S model: situation, self, strategy, and support, which she
determined influence the person's ability to manage transitions (Evans, 1998). First, by studying
the situation, we can observe what triggered the transition, the timing of the transition, and the
duration (Evans, 1998). On the other hand, the theory considers if the transition is recurring and
how well the person coped with it in the past; it assesses for possible stressors and who or what
is responsible for this transition (Evans, 1998).
Second, the self examines how an individual perceives life through personal and
demographic characteristics such as age, gender, status, ethnicity, health, and stage of life
(Evans, 1998). Additionally, the self includes the psychological realms of the individuals, such as
their values, dedication, development of self-esteem, and ego (Evans, 1998). Third, strategies,
which Schlossberg breaks into three categories, refers to those who can alter the situation, "those
who control the meaning of the problem" (Evans, 1998, p.2), and those who help navigate the
pressure that follows. Fourth, support observes the aid and backing in the individual's circle of
friends, family, and community (Evans, 1998). Figure 1 provides a summary of Schlossberg’s
transition theory and the 4 S model.
Figure 1
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Schlossberg’s Transition Theory
Many studies implement Schlossberg's transition theory in higher education. Lyness
(2003) researched study abroad and its connection to culture shock using Schlossberg's transition
theory. She found a significant correlation between proactive training before departure and an
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enhanced experience for students once they have arrived in unfamiliar countries (Lyness, 2003).
With the unfamiliarity of the students' environment and lack of knowledge of the culture, they
faced difficulties processing and being receptive to some of the cultural and social clues (Lyness,
2003). Therefore, Lyness (2003) implied that with the assistance of Schlossberg's 4 Ss, school
leaders can help students prepare for studying abroad and learn how to navigate their experiences
successfully.
Pendleton (2007), on the other hand, used Schlossberg's transition theory to distinguish
the different coping strategies of welfare recipients transitioning to post-secondary education.
Pendleton (2007) mentioned that with Schlossberg's three phases of starting college, moving
through it, and exiting, there are demanding challenges with each phase that require much
attention. Given that the number of adult students with low-income backgrounds is increasing,
Pendleton (2007) recognizes that Schlossberg's transition theory positions students to reflect on
their situation intentionally. Therefore, Pendleton (2007) concluded that post-secondary
institutions must work on creating initiatives that will cater to equipping their adult students
socio-economically, spiritually, culturally, and in other ways that may help the students cope, all
while recognizing that each individual may require different ways of assistance. Those initiatives
can at least be studied and designed to help students navigate these unfamiliar environments with
the necessary guidance (Pendleton, 2007).
This theory studied the themes that covered culture shock resulting from the newness of
an environment, transitioning into unfamiliar territory within education, and the impact of
socioeconomic status on how one views oneself. In this study, I plan on further researching those
themes by utilizing this theory to allow the reader to see how they may become an extension of
each other to better understand the correlation between the psychological, environmental, and
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social experiences among refugees.
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Chapter 3: Methodology
In this chapter, I provide a brief overview of the research design. To better understand the
experiences of my participants, I use the qualitative method of research to answer my research
question on how the exposure to war and the subsequent relocation to the United States impacted
the Iraqi refugees and their educational experiences. In this chapter, I also outline the site and
participant selection, sampling and recruitment, interview protocol, and data collection and
analysis. Lastly, I discuss the limitations of this research, including the credibility of my
participants and my positionality and biases as the researcher.
Research Design
This study relies on qualitative data to better understand the experiences of Iraqi refugees
back home and their transitions into the United States. Qualitative methods are valuable because
they allow us to understand better the experiences and perceptions of the participants (Thomas,
2016). According to Creswell (2007), phenomenological research is a method used in qualitative
research that describes a particular life experience that is common within a group of individuals.
As such, this study will use a phenomenological approach in which I will examine and highlight
the shared experiences of Iraqi refugees. This phenomenological approach is an extension of
Edmund Husserl's belief that, as humans, we must rely on our senses to make sense of the world
as we understand it through our minds (Spiegelberg et al., 2023).
Due to the gap in the literature, this qualitative study will help us understand the
complexities within the mind battles, previous experiences, and the environments that encourage
or discourage Iraqi refugees from taking on living in the United States and acclimating to the
overall American life and education.
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Site and Participant Selection
Given the limitations of Iraqi refugee data in Southern California, I gathered information
on the general count of Iraqis in a handful of states. According to the U.S. Census Bureau
(2023), Michigan, California, and Chicago have the most prominent Iraqi populations. California
has the second-largest Iraqi population of 23,618 Iraqis, making up 0.06% of California’s
population (U.S. Census Bureau, 2023). Considering the numbers and convenience, all research
participants will reside in Southern California, in the greater Los Angeles area, to be more
specific.
Sampling and Recruitment
This study has seven participants. Those participants identify as Iraqi, were born in and
experienced the war in Baghdad, Iraq, first-hand, have become refugees, assimilated to the
United States for at least within the past five years, and attended any schooling in America after
relocation.
I attempted to recruit an even distribution of genders within the participant selection,
given that gender may be a necessary aspect of the acclimation experiences. However, I was able
to interview four female and three male participants. I considered the age of arrival as a strategy
as it may give insight into how the situation was viewed from different ages; however, it was not
an absolute deal-breaker.
Participant Recruitment
This research utilized convenience sampling, which, according to Fleetwood (2023), is a
method used by a researcher who can handpick the participants because they are accessible for
the researcher to communicate with and reach out to. This method is most helpful for this study
as I am fortunate enough to be surrounded by those with whom I shared my experiences in Iraq
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and continue to do so in the United States.
Given my connections to the refugees, I texted potential participants who met the criteria.
In addition to the texting efforts, I shared the flier and recruitment email with these connections
and posted the flier on my social media accounts (Instagram and LinkedIn).
Participants interested in the study reviewed the criteria and filled out the screening
questionnaire via Google form. The screening questionnaire asked a series of questions to
confirm their eligibility for the study. I reached out to the participants who fit all the criteria and
scheduled an interview, asking them to review the information study sheet. Lastly, I conducted
the interviews via Zoom. The interviews lasted between 45 minutes as the shortest interview and
75 minutes the longest, depending on the depth of the responses and engagement.
Appendices A, B, C, D, and E provide a copy of the recruitment email, flier, screening
questionnaire form, interview protocol, and the information study sheet (IRB).
Instrument
The interview required a protocol informed and shaped by my research question and the
theoretical framework. The interview protocol included a set of semi-structured questions.
Although the questions were predetermined, I allowed for the opportunity to probe or ask
clarifying questions throughout the interviews. I recognize the vulnerability of sharing the
candidates' unique experiences; therefore, my interviewees chose pseudonyms to maintain
confidentiality.
The interview questions' design was highly intentional. I wanted to structure the
questions in different categories. The questions started with introductory inquiries to break the
ice. I considered ways to build rapport with the participants; therefore, I gave them the liberty to
share about themselves, their age of arrival, and what that was like for them. Then, the questions
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expanded into the participants' backgrounds, including experiences of war, moving, new
schooling, possible coping mechanisms, support systems, and strategies, resources within their
academic experiences, and reflections on change and growth. Appendix D provides a copy of the
interview protocol.
Data Collection and Analysis
For the data collection, the one-on-one interviews were conducted via Zoom. On Zoom, I
utilized the transcription feature. Additionally, I asked for permission to record prior to the start
of the interview. However, I encouraged the participants to turn off their video if that gave them
more ease in the interviewing process. Some participants felt more comfortable expressing
themselves in Arabic and Armenian. Hence, due to my fluency in both languages, I translated the
interview protocol into English, Armenian, and Arabic and transcribed the answers in those
languages as well.
For data analysis, I followed Creswell's research design in organizing my data in the
following broad overview of the steps (2018). First, I transcribed my interviews and translated
the non-English into English (Creswell, 2018). Second, I looked over the interview transcriptions
to observe what the interviewees were sharing, their ideas, and the overall depth of the
conversations and concepts shared to help measure the credibility of the information (Creswell,
2018). Third, based on step two, I considered the different themes gathered and coded each
category (Creswell, 2018). The codes relate to my research questions and concepts from
Schlossberg's transition theory, including different categories of the four Ss (Creswell, 2018).
Fourth, with the codes created, I generated common themes, sub-themes, significant findings,
and detailed information about the differences in experience (Creswell, 2018). Fifth, I
represented the descriptions of the different themes found in a manner that is comprehensible to
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the reader, including some tables (Creswell, 2018). Lastly, I utilized the major findings and
further analyzed the narrative of each theme in the discussion section (Creswell, 2018).
Credibility and Trustworthiness
After the data collection and analysis, I provided a copy of each narrative to each
participant to help with the accuracy and interpretation of their lived experiences. According to
Creswell (2018), member checking refers to participant verification and the credibility of the
information interpreted. Throughout the analysis process, the dialogue in interpretations and the
information shared helped check the validity and the reality of what was found (Creswell, 2018).
Researcher’s Background and Positionality
As the principal investigator of this research, as shared in Chapter 1, I come from the
same background as my participants, and we share many similarities in experience. In this study,
my biases appeared within my preconceived notions of the participants' experiences. While I
may share similar experiences with the participants, I intentionally highlighted their lived stories
and not mine. Again, I acknowledge my own potential biases, so I included member checks to
help with meaning-making and interpretation of the data with the support of the participants to
limit biases. Moreover, with the participants I chose, I conducted those interviews assuming that
each of the participants had become or are on their way to becoming a success story with a bright
future ahead of them.
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Chapter Four: Findings and Implications
In this chapter, I bring forth the experiences of seven Iraqi refugees who were born and
raised in Baghdad, Iraq, and fit the criteria of this research. Table 1 summarizes the participant
demographics.
Table 1
Participant Demographics
Participant Age Today Gender Age of Arrival
Omar 23 Male 14
Haifa 20 Female 7
Sally 52 Female 36
Salma 28 Female 19
Noor 32 Female 19
Ahmed 32 Male 16
Raad 34 Male 20
As the researcher and interview conductor of this study, I recognize the complexities
within the information shared with me and the level of vulnerability and trust that my
participants have privileged me with. With much gratitude, I intend to maintain the integrity of
the information shared with me and communicate it with honor and in its complete rawness.
Pseudonyms were encouraged and chosen by the participants to maintain confidentiality,
which I will be providing in this chapter and introducing through the narratives. The narratives
are meant to illustrate the different ages at which the participants experienced war or, in some
instances, were born into it. Additionally, this chapter sheds light on the schooling of participants
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in Baghdad and the United States to provide context for discussing emerging themes when
answering the research question in chapter five.
Narratives
Omar
Omar is a 23-year-old full-time, first-year law student who moved to the United States in
2012. Omar was 12 years old when he left Baghdad to live in Turkey as a host country for two
years before he and his family could migrate to the United States with the help of the United
Nations (UN). Omar attended schools in Baghdad up until the 5th grade. Upon arrival in
Southern California, he was able to attend middle school, high school, and a four-year university,
from which he graduated with a bachelor’s in political science.
Haifa
Haifa is a 20-year-old retail employee and a nursing student who moved to the United
States in 2009. Haifa was seven years old when she left Baghdad. Haifa and her family were
fortunate enough to move to the United States immediately without staying in a host country
through the UN. Haifa only attended one year of elementary school in Baghdad. After the move,
Haifa continued her education in elementary, middle, and high school, and now she is attending a
local community college.
Sally
Sally is a 52-year-old mother of two who works in telecommunications. She left Baghdad
at the age of 36. With the help of the UN, she and her family moved to the United States from
Iraq in 2010. Sally obtained her bachelor’s degree in electrical engineering in Iraq. Two years
after arriving in Southern California, Salley attended adult non-credit school and obtained
certifications from several vocational classes to assist her development within her work sector.
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Salma
Salma is a 28-year-old stay-at-home mother who left Baghdad at 17 to live in Turkey and
wait for her to move to the United States. In 2012, Salma and her family moved to Southern
California. Salma attended schools in Baghdad up until high school. Upon arrival in the United
States, Salma was 19, and her high school counselor was impressed with her drive to obtain a
diploma; therefore, she became a super senior for two years and was able to graduate high
school. Salma also attended a local community college and transferred to a four-year university,
where she graduated with her bachelor's degree in accounting.
Noor
Noor is a 32-year-old nursing student who was fortunate enough to move to the States
from Baghdad immediately with the help of the International Organization for Migration (IOM)
in 2011. Noor attended schools in Baghdad until her sophomore year in college. When Noor
arrived in Southern California at 19, she attended community college for non-credit courses for
one year. After, she started her English as a second language (ESL) journey at the same
community college but for credit. Noor was able to obtain an associate's degree in psychology.
She then transferred to a four-year university; however, she did not see it as a good fit and
transitioned to trade school full-time to obtain a degree in nursing.
Ahmed
At the age of 13, Ahmed and his family moved to Syria to work on obtaining a refugee
visa through IOM. After three years in the host country, Ahmed moved to the United States at 16
in 2008. Ahmed attended schools in Baghdad through the 7th grade. Ahmed attended one year of
high school after one year of arrival and dropped out at 18 to continue his education journey at
the local community college. After transferring to a four-year university, Ahmed obtained two
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bachelor’s degrees in media composition and piano performance. Following that, he obtained a
master’s degree in contemporary composition. Ahmed is 32 years old and a full-time music
producer, composer, and pianist.
Raad
Raad left for Turkey at the age of 19 on a refugee visa. He stayed in the host country for
only nine months. Raad and his family arrived in Southern California in 2010 at 20. In Baghdad,
he attended schools through his sophomore year of college. Upon arrival, Raad attended a local
community college at the non-credit level for one year. However, he decided to enter the
workforce due to a lack of resources to maintain college attendance. Today, Raad is 34 and a
senior manager at an American company that provides public parking services.
Narratives Closing
This part of the chapter introduced the study participants who were born in Baghdad,
Iraq, experienced the Iraq invasion of 2003, became refugees, migrated to the United States, and
attended some schooling in America. The participant narratives illustrate the different ages at
which the participants experienced war or, in some instances, were born into it. Additionally, this
chapter sheds light on the schooling of participants in Baghdad and the United States to provide
context when discussing the emerging themes when answering the research question in chapter
five.
Interview Findings
Using a qualitative research design and following a structured interview protocol, this
study attempts to understand and showcase the experiences of Iraqis exposed to war and what the
transitioning pieces were for them leading up to their academic endeavors. This research aims to
gain an in-depth insight into the participants' different situations and self-perceptions during the
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war, especially after moving to the States and attending a brand new school system, as well as
strategies and support available to them throughout their journeys. This chapter demonstrates
findings and emerging themes born from the research question on how the exposure to war and
the subsequent relocation to the United States impacted the Iraqi refugees and their educational
experiences.
In the interview protocol, most of the questions aimed to understand the positionality of
the participants throughout the war but, most importantly, after the move. Therefore, the
common themes related to the situation were war and unsafety in Iraq, the move to the United
States and starting life over (the process of acclimation, accepting safety, and survivor’s guilt),
becoming a part of a new education system (navigating school as first-generation students,
language barriers and self-efficacy). For the second S, sense of self, the merging themes were
goals and aspirations, resilience, and accountability for oneself. The third S is strategy, which
included themes such as volunteering, school counselors, family and friends, and other findings.
For support, the integrated themes were the absence of mental health support, familial support,
community college (role of professors in supporting refugees), and support of ESL, ELD, and
non-credit classes.
Situation
According to Schlossberg’s 4 Ss system, the situation is the changes and the transitions
occurring (Schlossberg, 1981; Anderson et al., 2001). In the context of this research, the situation
is many things. It is the experience of war, the move to the United States, starting life over,
pursuing academic aspirations, and becoming a part of the American education system.
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War and Unsafety in Iraq
One of the interview questions asked about the refugee’s recollections of the war, and
every participant mentioned the lack of safety they felt throughout the war and during the
aftermath of the war. While 43% (n=3) of participants stated they were not old enough to
comprehend the concept of war, they mentioned that the apparent fear and anxiety in the adults at
home carried over the negativity that instilled those feelings in them. For example, Ahmed, a
32-year-old music producer, composer, and pianist, discussed his experience as a teenager during
the Iraq invasion and why his family decided to flee the country:
The war was brutal! Besides political conflict, there were social and religious conflicts.
There were churches burning and buildings blowing up. War caused a direct danger; my
relatives were kidnapped, killed, and my dad was threatened. As a teenager, I saw dead
bodies outside of the house and explosions of cars.
Additionally, Raad, a 34-year-old senior manager at an American company explained
how his uncle was kidnapped for ransom:
My uncle went out to get bread, but never came back! We got a call from the kidnappers
and they asked to speak to his wife. They asked for $50,000 to be dropped off at an
industrial area in a specific trash bin within three days of the call. After the money was
dropped off, my uncle came home. Sometime later, my dad got threatened that they’d
kidnap me, so the entire family decided to leave.
Different from Raad and Ahmed, Sally, a 52-year-old mother of two who works in
telecommunications, shared her experience as a pregnant woman who was close to giving birth
as the war was happening:
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Some women in the hospital were agreeing to early birth by C-section because they did
not know if the time came of their real birth if they would be able to get to a hospital.
Hospitals were closing their doors and not allowing entrance regardless of the severity of
their patients. As bombs went off, the nurses were freaking out, especially after the
electricity went out and the entire hospital was working with candles. I decided to leave it
to God and thankfully did not rush giving birth. But right after giving birth to my first
born, I was discharged in a matter of hours. The hospitals could not afford to keep me any
longer.
Sally's experiences were somewhat different as she was relatively older than the other
participants while in Iraq before she fled. Salma, a 28-year-old mother and accountant, also
shared her recollections of the night a bomb fell on her school, and her family decided it was
time to leave because, "It was not worth it!"
These stories highlight the direct impacts on participants of the unsafety and lack of
certainty during the Iraq war and how these experiences changed the trajectory of their lives
forever. In the next section, I will highlight more of their experiences related to their move into
the U.S.
The Move to the United States and Starting Life Over
Every participant labeled the acclimation process in the United States as difficult. They
all agreed that starting their lives over was unfathomable initially with the depth of change and
the newness of everything around them.
The Process of Acclimation, Accepting Safety, and Survivors Guilt
Raad, a senior manager, mentioned the peculiarity of now being around people and areas
to which he was a stranger. He said the closest he had come to being near anything and anyone
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American was what he watched in the Hollywood movies. Additionally, Salma, mother, and
accountant, expressed the anxiety she still feels being outside and around individuals who are not
from her familiar community. She shared:
In the street, I look over my shoulder every time I feel that somebody is behind me. I
understand that it is not the same but I can’t help it. Even when I was looking for a job, I
always looked to work with people from my community.
Salma then explained that working with individuals of similar backgrounds gave her a
sense of belonging that helped bring some safety and relatability into her life, especially since
she felt she had little to relate to.
57% (n =4) of participants claimed it felt strange to be at peace and valued as a human
being. Sally, a mother of two who works in telecommunications, mentioned how surprised she
was when she witnessed people being kind to each other, smiling, or even taking the time to
partake in fun activities. Sally said:
I grew up being inside all the time because even before the 2003 war, I saw other wars. It
was new to have the children go to the park. I was not used to it.
She then added how challenged she felt to allow her children to play outside. She
recognized that children needed to be outside and have fun, but it felt uneasy for her to let go.
Additionally, 43% (n=3) of the participants shared experiencing survivor's guilt. They
said they wished the rest of their families could escape and be safe. Sally wanted more than
anything for her parents and two siblings to flee Iraq and witness what being alive meant and for
her children and their cousins to grow together and be around what normal should have been.
Ahmed, music producer, composer, and pianist, spoke about how heavy it felt trying to accept
living in the U.S., knowing that it was the cause of his hurt:
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When I moved to America, I carried the identity of someone who moved to a country that
attacked his own. It is a heavy burden to carry. I don’t know Gasia, you are a product of
war, you know how that feels. I always had to remind myself, my goal was to start a new
life here and kind of try to forget about my past.
Becoming a Part of the New Education System
57% (n=4) of participants said it was a big transition from the authoritarian ways of
teaching and schooling they had experienced in Iraqi public schools as opposed to how much
more relaxed it is in Southern California. For instance, school etiquette in Iraq requires wearing
uniforms up to the university level of schooling. Girls were required to wear navy or black
uniform dresses, which had to go below the knee, with white or black socks and white collar
shirts. Boys also had to wear black or navy pants and white-collar shirts. In the classroom,
students were to be quiet and attentive at all times. Students had to memorize all the content of a
given chapter.
In most cases, they were punished and belittled in front of the class if they were picked
on and did not know the answer to the teacher’s question. In the U.S., schools are more
autonomous in how students dress and study. Omar, a 23-year-old law student, continued:
When I first started school in the U.S., I once stood up to read the passage in class and
my peers laughed at me. In Iraq, I had to stand up to do that; it was supposedly the
respectful thing to do. I don’t know, in Iraq students were terrified of the teachers.
Teachers were physically abusive there and no one said anything. Here, it feels like the
teachers are scared of the students.
When Raad shared about his experience being a community college student in the United
States, his face lit up exclaiming:
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Like, what do you mean you can do nights? What do you mean you have to pick your
own classes and, and you know, you can graduate in 2 years or whatever, 10 years.
He went on to express how night classes were a new concept to him at the college level
and that in Iraq, there were only morning classes offered. Additionally, he was surprised that he
was allowed to be a part-time student and enrolled in the many classes he was comfortable with
while working or taking care of his family.
Navigating School As First Generation Students, Language Barriers and
Self-Efficacy
Raad mentioned how new it felt to pick his classes in college without having to study
what the school decided for him. He said that it was an unfamiliar concept. According to Raad,
Noor, Sally, and Ahmed, they did not know how to navigate being in school, especially in
college because they were first-generation American students. Noor, a 32-year-old nursing
student, and Sally said it took them a long time to decide what they wanted to do because of the
endless possibilities. They did not know what to do and what questions to ask. Every research
participant stated that they needed to be aware of the resources available due to their
unfamiliarity with the concept, especially in education.
86% (n=6) of participants claimed that navigating the new language was a struggle and
that barriers got in the way of their studies and opportunities in and outside school. Omar and
Raad claimed that their peers born in the States had opportunities as a birthright, and they felt
that even though the opportunities were also available to them, they could not partake due to
their English proficiency. Omar, a law student, also stated that he always felt he needed to catch
up compared to the other students in his class, especially since he missed two years of schooling
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as a 12 and 13-year-old. However, Sally claimed that English was not an issue for her as she
could learn English throughout college; therefore, it did not become an issue.
Aside from language barriers directly impacting the participants, Ahmed, music producer,
composer, and pianist, shared that even though he was barely learning the language, he found
himself in the position of having to be the one translating the bills to his parents and siblings at
home with the help of dictionaries and google translate which he mentioned to have caused him
to doubt his ability in interpreting the documentations accurately; simultaneously, those pressures
have increased his curiosity to learn and pushed him to learn English faster.
Moreover, Ahmed felt great about being around students who were different from him
and in a system different from what he had known. He felt as though he had a different point of
view and contrasting ideas to offer. However, he noted that being in his position had
disadvantages compared to his peers born in America, who had different mindsets. He admitted
that he had to unlearn plenty. He shared:
The more things you know, the less focus you have. Unlearning can be more difficult
than to start a fresh slate.
Ahmed sensed the urgency to unlearn some of his perspectives on schooling, for instance,
and approaches he had gotten used to back home because he was living in a completely different
country. New beginnings required his openness to learning new ways of thinking.
Self
Schlossberg identifies self as how one perceives oneself and the world around one
(Schlossberg, 1981). In some of the participants' answers, there were emerging themes of having
strong aspirations to succeed, resilience, and the importance of self-accountability.
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Goals and Aspirations
86% (n=6) of the participants stated that their aspirations and educational goals directly
resulted from the absence of opportunity back home and its availability now in the United States.
In this section, for example, Sally highlights that by stating:
As an Iraqi refugee, when I look around, I see that we appreciate what is around us,
especially with the opportunities available here, because we know what it is like to not
have anything.
However, Ahmed claimed that his educational aspirations and goals were a direct impact
of war because he wanted to position himself where he could share love, peace, and unity
through his work in music. He shared:
You know, not to sound like a righteous person or something, but I always use that
reference of living in war and seeing the results, which I should say, the results are not
good. War is never a solution to anything. It makes things worse. There is no
improvement whatsoever. The whole trying to destroy terrorism or destroy this and that,
it just doesn't. It doesn't get solved with war, unfortunately. So looking back at that, the
main thing I learned is that I just wanted to become someone who communicates with
others without developing anger or having a conflict. So really, I mean it sounds too
cliche but, live in peace; live and let live. Also, I'm a musician and like studying arts. My
main message in my profession became to spread peace and beauty of music around the
world. Because music is a universal language. So I'm trying to utilize that in my career,
and just really unite people around the world. Because nothing is solved with conflict.
Ahmed recognized his career had become a vessel to create, and including the other
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interviewees, they all had something to contribute to inspiring a world they wanted to have as
children and adults.
Resilience
When asked what the participants had learned about themselves living in war and
relocating, all indicated they had learned how resilient they were from their refugee experiences.
57% (n=4) of participants mentioned that their ability to adapt was more than they had ever
thought.
Noor, a nursing student, said:
Even when war was happening, I went to school, and kept a positive mindset. For
someone who was always cautious of surroundings even during times of when terrorists
were dwelling over the educated and targeted those who wanted to make something of
themselves, I did not lose heart. It made me a stronger person and pushed me to not give
up on improving myself even in the new environment after we came here. For someone
who experienced bombs, I have learned to keep positivity as an everyday choice. I have
learned to acknowledge emotions but also understand that it did not mean to act on them.
Additionally, Haifa, a 20 year old retail employee and nursing student, spoke about the
person she’d grown to be and said:
At my age, I was young and had an impressionable mind. My experiences were tough,
but I am tough. Being an Iraqi is my superpower and I am proud of it. You see, I watched
my parents make it work through it all, and it is my responsibility to also show how to
my kids in the future.
With the strong sense of self, resilience, and identity of those participants, their
experiences have molded them into individuals with high self-efficacy in the face of adversity.
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Accountability for Oneself
The aspect of holding oneself accountable was revealed many times throughout the
interviews. 71% (n=5) mentioned the significance of being accountable in asking questions and
taking advantage of available resources. Salma, Noor, Sally, Ahmed, and Raad emphasized the
value of doing the work in school and life. They stressed the necessity of believing in one’s
abilities to go after what could equip them with the right resources to acclimate, grow, and
succeed. All five participants believed that where there is a will, there is a way. When asked the
participants what advice they would give Iraqi refugees today, Sally said:
Don’t waste time. Start school, try community colleges, they're the cheapest option and
they will help you reach your goals.
As for Noor, she said:
Start young, pursue education as soon as possible, and thrive to get higher in all that you
do. Take advantage of what is available for you and never settle. Always pursue the best
for yourself.
On the other hand, Omar said to be open to other people and their stories. He continued:
Don’t be afraid of befriending those who are different from you. Share ideas and
viewpoints, agree on some and disagree on others. Have confidence in your abilities.
The interviews had some overlapping themes among the participants regarding their
sense of self. In the perception of self, there were sub-themes of aspiring to succeed, resilience,
and the importance of self-accountability. The participants obtained the self-efficacy and
resilience to keep going and make the most out of what they had.
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Strategies
Strategies define plans or steps taken to navigate transition (Schlossberg, 1998). In the
interviews, I asked my participants about strategies they had to adapt to within the educational
system after relocating to the United States. Some of the answers were direct, such as
volunteering and meeting with school counselors. Some were open to interpretation by observing
the information shared in the interviews, such as having family and friends and how they
contributed to those strategies. Additionally, there was some overlap of strategies and support
that I will further expand on in the merging themes under the support section.
Volunteering
57% (n=4) of the participants alluded to volunteering as a tool that helped them make
school friends, connect to people, and learn English. Ahmed, Noor, Omar, and Salma mentioned
that volunteering at their schools positioned them around like-minded people but also around
organizations that pushed them out of their comfort zones. They became closer to their school
peers and gained hands-on experience which incentivized them to speak and practice English
with others. Noor stated:
I did a lot of volunteer work. That also helped me get exposed. And, you know,
connections with people seeing what they have, what they've done, if I liked what they
have. I think those are the things I did to help me.
Meeting With School Counselors
43% (n=3) of participants who attended community college mentioned considering their
counselors a resource for help and attending different career workshops that assisted them with
exploring different majors and career options. Noor shared:
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In Iraq, my major was decided for me based on my GPA. Here, I had no idea what my
choices were and how to choose. My counselor helped me a lot.
When Salma was asked about her experience choosing classes at the community college,
her answer was similar to Noor’s:
Well, seeing a counselor every month was really helpful. I mean, the counselors were
great, like to navigate through school as a first generation. They showed me financial aid
and that helped me a lot too.
Noor elaborated that financial aid, also known as Free Application Federal Student Aid
(FAFSA), benefited her academic journey.
Family and Friends
While family and friends were not a direct answer when the question of strategy was
asked, in the case of every participant, they were able to utilize the help of family and friends
who were already in the States to navigate their educational endeavors in America. For instance,
Ahmed used to work with his uncle, a contractor, because that used to help him engage with his
uncle's employees and customers, drastically increasing his English speaking skills. As another
strategy, Haifa's mom spoke to a friend who happened to have a daughter the same age as Haifa
so that they could become friends. Haifa said:
She became my best friend even at the early stages when we could not understand each
other, but she supported me in school and I could not have done it without her. I did not
have other friends!
Salma also shared her experience when she first started high school after arriving in
Southern California:
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It was so tricky being in high school so late, but my cousins came to America before me
and they were going to the same high school as me. I am glad my parents decided to live
in the same area as them. It helped that I knew they were in the same school as me.
Salma relied on her pre-established family connections and relationships as a strategy to
support her transition
Other Findings
Ahmed mentioned that although he attended high school for one year, it was a very
productive year for him. His high school was Assyrian, a northern Iraqi ethnic group; plenty of
students spoke Arabic and were Iraqi refugees. On the other hand, some of his teachers also were
Iraqis. He said:
The familiarity helped a lot. Most if not all of my high school students were familiar with
my circumstances because they had gone through similar situations, so they knew what it
was like to walk in my shoes.
Haifa also decided she wanted to enroll in Arabic classes in high school. Even though she
had been in the States for some years by then, she still felt the need to be around those she could
connect with. Haifa said:
It was nice to be around Arabs. Even though I already had friends, I was able to make
new ones that I could be cool with and relate to. It made going to school easier.
As a strategy, whether intended or not, the participants found comfort in familiarity.
Whether through language, age, demographic, or background, the participants found ways to
connect with a community, which shows that being a part of a group is imperative during times
of transition.
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Support
Schlossberg (1998) defines support systems as the availability of friends, family, and the
help of institutions. In the interviews, the participants were asked to share about the different
support they had in times of war and throughout their transition to the United States. There were
emerging themes in the availability or absence of support systems, whether mental health,
familial support, community college support, or the support of teachers, professors, and
institutions.
Absence of Mental Health Support
Every participant mentioned the lack of mental health support when they were living in
Iraq. Most stated that they did not know or understand the concept of mental health. However,
after some prompting, Sally mentioned:
My friends kept leaving the country and my support system started to get smaller and
smaller. I had many breakdowns and I did not know what to do. When I reflect now, I see
that the way I treated my kids in the past was not healthy, but I did not know I was going
through something. I did not have the knowledge on how to detect or be aware that I had
issues. Till this day though, I’m anxious! If I don’t get a hold of my kids or husband on
the phone, I start to think that something wrong happened. I always think of the worst.
For Sally, she shared that she is still working through her feelings, which sometimes are
triggered in different and new ways.
Raad also shared his experiences with the impact of war on his emotional health and said:
I did not know what mental health was. Emotionally, the war played a big role. I am less
emotional now, especially after seeing things. But I have the patience you know. I know I
will always have the strategy to get myself out of whatever I’m facing.
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For Raad, with the absence of mental health support, he relied on his ability to face
adversity. Even though he was unaware of such avenues of support, he views the lack of those
resources as an opportunity that has taught and strengthened his character.
Salma’s perspective was different when invited to share about the support during those
times:
I don’t know if you’ll think I’m joking but there are some things that happened at home I
don’t remember. But I’m not saying it is because it happened so long ago, no, but I think
it was easier to block it and I just forgot.
With the unavailability of mental health support, the participants illuminated their
reliance on their loved ones and themselves to self-soothe and, in some instances, blocked off
their memories as a coping mechanism.
Familial Support
All participants stated they had the support of their families during wartime and when
they moved to the United States. However, Raad mentioned that the family could only do so
much, especially when they were still in Iraq. He shared:
My family supported me, but with the generational chain of unfortunate events and wars,
at some point, they got used to cars being bombed, so raising kids in war was something
that they had gotten used to.
Regarding the transitional experiences, 43% (n=3) of participants mentioned having
support from their families in the United States. For example, Ahmed said that his uncle had
moved to Southern California years before he and his family had, which immensely helped. His
uncle was able to help him and his family with the necessary paperwork, school registration, and
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transportation. Salma also said she was thrilled to be around family again. She claimed that it
was beneficial to her happiness and overall well-being:
Like it was just a nice feeling. I was so happy that I'm here and finally with my cousins.
Familial support seems to have been implemented more in an indirect way. From the
stories that the participants shared, it seems that simply being around family and loved ones felt
supportive and safe.
Community College
57% (n=4) of participants stated that they received plenty of support from the community
colleges they attended. Noor, Ahmed, Omar, and Salma mentioned how valuable they have
found being a part of the Extended Opportunity Programs and Services (EOPS) and how the
EOPS counselors helped alleviate some of the stresses that were tied to them not knowing what
to do or what was available for them as first-generation and low-income students at the
community college level. Consequently, Salma said:
I am so thankful that the Free Application for Federal Student Aid (FAFSA) was there for
me. It almost felt like the only advantage I had as a low income student over those whose
parents made enough money but were not rich enough to afford their children’s education
in college. But seriously, I could not have been able to go to school if it were not for the
financial support.
Moreover, Noor claimed that her EOPS counselor introduced her to different workshops
and clubs at school to assist her with career planning and to support her in networking and
meeting new people.
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Role of Professors in Supporting Refugees
Although most experiences were positive and supportive at the community college level,
some of the participants expressed that they did not necessarily feel very supported by some of
their professors on their journeys as Iraqi refugees. Ahmed said:
Some of the in class support I received by my community college professors were based
on their personal choice to learn about students like me and what refugees went through.
I’d say that made up to 10% of my professors. As a refugee, I feel like I worked harder.
Some of my professors did not know and did not care. One of my professors hated where
I came from. I once raised my hand to ask a question and the professor said to speak with
him after class. He then told me that it was not his problem that I was struggling with the
language and that I had this work to do on my own.
In addition, while Noor received support from her EOPS counselor at the community
college, she believed that:
For my professors, knowledge may have been available about students like us but at the
end of the day it does not weigh the same as if you actually lived through what I have.
The gaps are always there. They understand in words but the depth of experience, not so
much.
The support received at the community college level was beneficial to most participants,
especially with the available programs. However, participants were discouraged by their
professors’ minimal understanding of their situation as refugees and support.
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Support of ESL, ELD, and Non-credit Classes
71% (n=5) of participants claimed that being in ESL and non-credit classes was very
supportive because their class peers were also immigrants and the availability of Teacher’s
Assistants (TA). For example, Sally said:
Even though I did not struggle with the language, I think being in a non-credit vocational
class really helped. I am not good with technology and nowadays everything is online.
The class TA was very helpful in the navigational aspect of school.
Additionally, Omar mentioned how much safer it felt being in classes with ESL students
because even though they were not all Iraqi refugees, they were all immigrants of similar
positionalities. Having class peers who did not feel so different helped create a supportive
environment for him. At the high school level, he claimed:
For example, there was an ESL version of science classes and math classes in my high
school where people were all immigrants in those classes and the teachers would go more
easy and they would be more understanding. I appreciated that.
In the ESL, ELD, and Non-credit classes, the support of peers, teachers, and the schools
assisting with language capital was helpful. Whether through English proficiency or technology,
the participants felt supported.
Chapter Closing
In this chapter, the findings from the interviews apply to the research question, where we
explore the impacts of being exposed to the war of Iraqi refugees and how the subsequent
relocation to the United States impacted them and their educational experiences. The findings in
the interviews provide an overview of Schlossberg’s four Ss, including situation, self-perception,
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strategy, and support systems they utilized. In the next chapter, I will discuss the findings,
implications, analysis, and recommendations for future research, policy, educators, and refugees.
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Chapter 5: Discussion of Findings and Implications
This study intends to add more literature in bridging the gap between what Iraqi refugees
experienced in Baghdad during the 2003 invasion, the relocation process, as well as their
experiences acclimating to the United States. This research aims to set forth the contrast between
being an immigrant and a refugee. It is to present how the transition from witnessing war and
relocating to the United States can influence how refugees receive their new academic
environments, as well as how educational institutions can influence the transition of these
refugees into rebuilding their foundations in America and the trajectories of the rest of their lives.
Through the qualitative research approach, utilizing Schlossberg’s transition theory
helped understand the transitioning stages of Iraqi refugees using the designed interview
questions, which helped answer the following research question:
How has the exposure to war and the subsequent relocation to the United States impacted the
Iraqi refugees and their educational experiences?
The following chapter discusses this study's findings in more depth, as some relate to the
existing literature from chapter two. I will include recommendations based on the findings to
initiate conversations around ways higher education can tailor initiatives to support refugees.
Discussion and Implications
This section discusses the emerging themes found in research based on the answers to the
interview questions. Seven Iraqi participants answered the questions, sharing their struggles,
wins, and wisdom tailored to Schlossberg's four Ss (situation, self-perception, strategies, and
support). Within each of these four Ss, the following themes and sub-themes emerged in the
findings. Figure 2 summarizes the emerging themes and sub-themes within Schlossberg’s
transition theory.
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Figure 2
Emerging Themes and Sub-Themes
Situation
In this section, I will be discussing the findings gathered from the interviews in which I
was able to find emerging themes of war and unsafety in Iraq, the move to the United States, and
starting life over with sub-themes of the process of acclimation, accepting safety, and survivor's
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guilt. More emerging themes followed, such as becoming a part of a new education system with
the sub-themes of navigating school as first-generation students, language barriers, and
self-efficacy.
A criterion of this research was for the participants to have experienced the 2003 Iraq
invasion to better understand the connection between war and their motives to immigrate to the
United States. All participants expressed the threat of living in a war-torn country as one of the
main two factors in their decision to flee Iraq, which were opportunity and safety.
There are many ways in which the war impacted the participants directly. However, it
became a challenge to perform simple tasks of existence such as leaving the house for bread,
having the right to give birth safely in functioning environments, and obtaining an education
without the fear of the schools becoming targets. These had become components of the lives of
the participants that carried much burden. Whether the consequence of wanting to exist simply
meant receiving a threat or the kidnapping of a loved one, their situation called for a drastic shift
in their realities.
The research participants agreed that the relocation and becoming an American was
difficult. The theme of the situation is the move to America and the restarting of their lives.
Below, I will explain the sub-themes found in the situation that will discuss the participants’
astonishment with being around a new society, the anxieties carried over with the bewilderment
accompanied by feelings of safety, and the guilt experienced for escaping.
When asked about acclimation and relocation, the responses revealed that the move
meant many things for these refugees. When Raad mentioned how absurd it had felt to see
people he had only known from TV, I realized that even though the tangible aspects of the shift
in their lives were apparent, the intangible ones required more contemplation. Aside from having
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to learn to live in a new country, those refugees also had to learn to coexist with a society of
different ethnic groups, religious backgrounds, beliefs, values, and political stances.
What struck me most about the answers received around feelings of safety is that for the
participants, the state of being safe was to be learned and accepted. The move to a safer
environment did not mean immediate comfort and rest for some. Salma, to this day, feels tense,
restless, and tormented due to anxiety (American Psychological Association, 2024) caused when
sensing an individual walking behind her in the street or when people surround her with whom
she is not familiar. On the other hand, Sally was candid about her difficulty adapting to the joys
of being outside her house and being addressed appropriately and kindly by those she did not
know. Sally's impression in this instance may be attached to being in survival mode, which was
the cause of her irritability and inability to remain calm around the unknown (Scott, 2023).
To further expand on the participants' experiences around safety, I observed Sally and
Ahmed's discomfort throughout the interviews when they expressed guilt. Sally made remarks
wishing her loved ones had also been able to move and live in safety. She said that her children's
cousins deserved to experience the new opportunities and freedoms that her children were
embarking on. Ahmed, on the other hand, expressed his thoughts about living in America and the
burdens of guilt he carried seeking safety in the hands of the protagonist villain in his story.
The two shared experiences of Sally and Ahmed made me ponder the possibility of PTSD
playing a role in what they were speaking of. I am vigilant that medical professionals must
clinically diagnose PTSD (Bhui et al., 2003), and I do not possess the qualifications to diagnose
the participants; however, I do wonder if the burdening feelings of guilt connect to Post
Traumatic Stress Disorder (American Psychiatric Association, 2013).
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In addition to learning about the participants' integration processes, the conversation
around their time undergoing a new education system revealed that more than half of the
participants who attended schools in Iraq admitted how vastly different their schooling
experiences were in the United States. Participants candidly spoke about their time acclimating
to American education and how they had much to get used to. More importantly, they shared
how authoritarian the teaching approaches and the rules in the classroom were back home, in
opposition to the school environments in America, which had more autonomous and relaxed
structures in their approach. While the literature in chapter two has found culture shock to be
more focused on the refugee's experiences with language barriers, discrimination, and the
adapting elements to new schooling (Faquih, 2022; Powers, 2022), the participant views in this
study added more to that element. They talked about the contrasting approaches resulting in
different mannerisms in the classroom that made them subject to belittlement, such as Omar's
example of standing up while reading in the classroom and the classmates laughing at him for it.
As the discussions continued about the differences in school structures and becoming a
part of the new education system, sub-themes emerged. In the following paragraph or two, I will
explore navigating schools as first-generation students, language barriers, and self-efficacy.
Four out of seven participants disclosed being first-generation college students. The
interviewees spoke about how, in Iraq, their college majors were decided based on their GPAs in
the baccalaureate exams (Bang & Collect, 2018), rather than in the U.S., they were free to
choose. While liberty of choice was available, the participants felt they needed to be better
informed about making a choice. Noor and Sally shared how they struggled through their
experiences in choosing a major. Similar findings in literature connected to struggles in
acclimating for refugees as first-generation students (Leo, 2021). As a result, Raad emphasized
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that the navigational aspect of being an American college student was straining because he had
to grasp the new educational structures of his school and learn about the resources available.
Further, when exploring the availability of opportunities for the participants compared to
students born in America, for instance, six out of seven claimed that while ample opportunities
were available for both populations, language barriers stood in the way of utilizing available
resources. Compared to students who had opportunities as a birthright, they shared that they had
to work harder to learn the language first and then capitalize on those opportunities.
Therefore, in connection with the literature on self-efficacy, Nykiel-Herbert’s (2010)
study claims refugees fall at least two years behind compared to their peers of the same age;
Bang (2017) further validates that with her quantitative research that ascertained students who
miss school due to being products of war, their adaptation to the host countries become
significantly impacted. Given a large number of students miss schooling during those years of
transition (Bang & Collet, 2018), Omar, a law student, shared that missing school as he waited in
Turkey made it more challenging for him in high school, mainly because in comparison to his
peers in class, he felt as though he was falling behind.
Additionally, drawing a connection between Ahmed's experience in often having to
translate for his parents and siblings as they spoke little to no English and becoming the role of
the interpreter at home was crucial (Crafter, 2018; Escobal, 2022; Severn & Blanco, 2020; Wang,
2016). Even though he mentioned that the pressures of being the main translator at home often
made him doubt his ability to translate accurately, it pushed him to try harder and learn English
faster. Given Ahmed's academic and career achievements today, it is intriguing to ponder
whether the burdens of becoming the main translator at home had a minuscule contribution to his
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increased self-efficacy in attaining economic self-sufficiency today (Bandura, 1977; Capps et al.,
2015).
Self
In this section, we will take a closer look at some of the interpretations of the
participants’ answers, especially regarding their belief in themselves. I will discuss the emerging
themes of the participant’s goals and aspirations, resilience, and accountability for themselves.
As of 2023, the Iraqi government has allocated less than 6% of its budget towards
education (Matta, 2023), and millions of Iraqi children have no access to schooling due to the
government’s lack of investment (Unicef, 2023). 86% of the participants said their educational
aspirations resulted from the absence of opportunities in Iraq and their abundance in the United
States. For instance, Sally shared that it has put her in a position to observe how much
appreciation Iraqis have, including herself, regarding the abundance of possibilities they have
now. As for Ahmed, pianist, composer, and producer, the war directly influenced his aspirations.
He wants to use music, as he believes it to be a universal language to spread love, peace, and
unity.
The participants' interviews portrayed their resilience through the stories and experiences
they shared with me. Resilience is a reflection of healing and improvement from a traumatizing
event (Garmezy, 1991; Herrman et al., 2011) and successfully “adapting to difficult or
challenging life experiences" (American Psychological Association, 2023, para.1). For these
participants, their resilience was found within their abilities to go through adversity, flee their
homes, and, for some, go into a transitional country and then come to the U.S. and experience
strife and challenges in acclimating to new living situations, communities, neighborhoods, and
educational institutions.
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Additionally, among the participants, 57% declared their ability to adapt was more than
they expected, and their resilience shone through their actions in moving toward adapting.
Herrman et al. (2011) stated that resilience measures can depend on the environment and
interactions of the person. As a result, in many ways, all of the participants started over in a new
country and leaned on their inner strength, along with the strength from their environments and
different forms of support towards their growth and well-being.
Furthermore, five out of seven participants were vocal about the significance of being
accountable for oneself regarding pursuits of education when asked for their words of wisdom
for other refugees. There were emerging themes of a variety of increased and decreased
self-efficacy. While some of the participants felt that they might have been falling behind, as
mentioned in the situation portion of the data, 71% implied an increase in self-efficacy in the
sense that regardless of being first-generation college students or new to the country, at a
minimum, they understood they needed to believe in themselves to succeed.
Strategies
There is an overlap in the emerging themes of strategy and support shared by participants.
In this section, I will refer to some of the steps taken that were intentional strategizing and others
that were more open to interpretation, such as volunteering and meeting with school counselors,
family, and friends.
As a strategy, more than half of the participants volunteered to expand their network and
practice speaking English, which is necessary to integrate within American society (IRC, 2023).
Ahmed, Noor, Omar, and Salma found volunteering a great tool to get out of their comfort zone
and it especially incentivized them to speak more English. Volunteering and language acquisition
go hand in hand, as Bleakley and Chin (2010) believe that English proficiency, along with social
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and interpersonal integration, are impacted by each other. Therefore, in Noor’s experience, it was
an incentive for her to observe those she volunteered with and learn about their journeys to help
her apply the knowledge she gained to her life.
Another strategy three out of seven participants utilized at the community college level
was seeking the help of the school counselor to explore significant and different career options
through career workshops offered (California Community Colleges, 2024). Salma and Noor
shared that they took a more consistent approach with the frequency of their visits to student
counseling and they found a great deal of help in that. I will further expand the role of school
counselors in assisting refugee students under the section on emerging support themes.
The help of friends and family was instead an indirect way of strategizing. Once again,
this goes hand in hand with the support aspect discussed in the support themes. However,
Ahmed, for instance, could practice speaking English by working with his uncle and socializing
with the employees and customers. On the other hand, to reflect on the parent-child dynamic in
the literature review, we can connect the aspect of self-efficacy and the strategy of Haifa's mom.
The mom's intentional strategy and decision-making in planning with her friend for their
daughters to become friends in middle school shows a high self-efficacy (Bandura, 1991). Haifa
even mentions the language barrier between her and the new friend; they did not let that get in
the way of their new friendship. Furthermore, Salma's parents and their decision to reside in a
city close to their immediate family, who were already living in the States, was a strategy that
contributed to Salma's well-being, as being around loved ones added reliability and comfort.
Two of the participants' other strategies were the relatability of language and identity,
which they used to their advantage. Ahmed, for instance, attended an Assyrian high school,
which surrounded him with ethnic Arabic-speaking Iraqi students and teachers who shared
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similar backgrounds and stories. As well he felt they understood his circumstances, which had a
positive impact on his experience. On the other hand, Haifa enrolled in Arabic classes where she
made many Arab friends, who she said have "made going to school easier" by simply connecting
with those who share her mother tongue.
Support
In this section, I will discuss the support available or lack of it for the participants during
the war and their transition to the United States. The themes that emerged in support were the
absence of mental health support, familial support, community college with the sub-theme of the
role of professors in supporting refugee students, and the support of ESL, ELD, and non-credit
classes.
While this section of findings means to express the available support for this population,
there was a unison vote on the lack thereof in Iraq and within the Iraqi community. Sally brought
up a critical point during her interview when she stated that in her community, there is such a
thing as lacking the capacity of understanding when it comes to mental health and its impacts on
the individual.
Raad and Salma mentioned the long-term effects of experiencing war on them, which
made Raad emotionally desensitized to specific events. Salma also mentioned blocking out
memories that have erased her recollection of some of what she witnessed in Iraq.
According to Mrug et al. (2015), those who have experienced violence and traumatic
events at an early age experience reduced emotional activity around times of recurrence of
similar events. These results are similar to Raad's, who shares his reactions to desensitization due
to his direct experiences with war back home.
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Similarly, Roamers Therapy (2024) found that not having the ability or means to cope
with experiencing such events can show up as feeling numb or desensitized. Salma’s experience,
on the other hand, connects to Samuelson’s (2011) work that implied that PTSD may show up as
an emotional reaction such as fear or uncontrollable thoughts, or in Salma’s case, in avoidance in
which the victim loses recollections of aspects from traumatic events.
Moreover, there was a mix of answers about the support of family as some shared the
contribution of family throughout the war and some after relocating. For example, Raad shed
light on how his family had witnessed war generationally. The perpetual witnessing of war seems
to have also elevated the level of desensitization of his family during the Iraq invasion of 2003,
as it was one of many for them. Raad mentioned that they could only do so much to provide that
support. Interpreting this may be challenging because one can conclude that the lack of
emotional involvement of the family regarding the war may have lowered the anxiety around the
house, and that could have been some support to Raad’s well-being as a young boy. However, we
may not comprehend what an emotional reaction or worry may look like in their household and
cannot dismiss the fact that they were experiencing war just like the rest of the Iraqis. Ultimately,
it was a brand new concept for Raad, and he needed emotional support during those difficult
times, and so did his family.
As previously mentioned, Ahmed’s uncle was an essential part of Ahmed’s relocation.
Not only was his uncle a great strategy for Ahmed’s well-being, but he was also a necessary
support for Ahmed. Like Salma, three out of seven participants said they were happy to be
around family again after relocating to the United States. That was a significant form of support
and contributed to their well-being.
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When asked about support, four out of seven participants said they received plenty from
the staff and programs at the local community colleges they attended. However, before further
explaining those in-depth, this study must share some of the shortcomings in support. Some
participants made the remarks that educators' support needed to be improved. Noor shared that
throughout her experience at the community college, her professors understood what it was like
to be an Iraqi refugee only as far as what they watched on TV or the internet. Support at the
depth and level the Iraqi refugees required was not available because knowing was different from
having experienced the harsh realities of their experience. Noor's claim supports what Bang and
Collet (2018) found: educators in the U.S. require more knowledge in supporting and teaching
refugee students.
Additionally, Ahmed’s experience reflected that the educators who knew about the Iraq
war personally chose to learn about it rather than it being encouraged by the institution. Ahmed
shared that one of his professors did not necessarily have pleasant feelings towards Ahmed’s
Iraqi identity, and the professor also believed that it was Ahmed’s responsibility to learn English;
therefore, he could not help. While Bang (2017) concluded that students with educational gaps
due to war zones were at the largest disadvantage in adapting to the host culture, it is imaginable
that an individual, such as Ahmed, can prove that it goes beyond that.
According to Faccini et al. (2015) and Kuran and Sandholm (2008), the integration
process for refugees can vary depending on how the host country receives, accepts, and treats the
individual. In the case of Ahmed and his interactions with his professor, it is understandable that
Ahmed felt rejected, disqualified, and unsupported by his professor.
On the positive side, 57% of the participants felt supported by EOPS and the financial aid
office at their community colleges. As mentioned above in strategies, the workshops available
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for Noor helped her navigate through her schooling, and she mentioned that the same support
was available for other Iraqis. Moreover, participants mentioned the significance of the federal
student aid known as Free Application Federal Student Aid (FAFSA) and how that supported
their ability to obtain opportunities such as continuing their studies and transferring to four-year
universities, which otherwise they would not have been able to do.
To further expand on the support available for community college students, 71% of
participants mentioned that they felt supported and safe in their ESL, ELD, and non-credit
classrooms. Their classmates and the programs and staff facilitated a safe environment for them.
Limitations and Delimitations
Within qualitative research, and without attempting to discredit the participants' stories,
this kind of information gathering is subjective as everyone views their worlds differently.
Especially with the theory utilized, individuals may have had different outlooks on their
situations, self, strategies, and supports. They may not have felt entirely comfortable disclosing
information with the utmost vulnerability. Ultimately, these stories were very personal to the
participants, and their outlooks may be skewed based on their biases. In addition, with the
information gathered, differences in age throughout war and relocation have brought contrasting
outlooks on certain aspects while answering the interview questions, such as the individual
perceptions and memories of their transition, and for some, the time from now since the time of
arrival varied among the participants. Lastly, this research included a small sample size of seven
individuals, interpreting the information shared as not generalizable. Therefore, further
credibility of information may be possible in a larger sample size in research.
Regarding delimitations, I had control over who I chose as participants, which was great
because I understood our relatability. As previously mentioned, the persons interviewed were old
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friends and colleagues that I have known for some time; therefore, with the similarities in our
experiences, I was able to design my research questions knowing that they have lived
experiences that they may have been willing to share with me to help provide new knowledge
not found in the available literature.
Future Research
While reading numerous articles and literature for this research study, I stumbled upon
data about the Iraq war, other wars, refugees, immigrants, and more. I was disappointed to have
seen a very small pool of research that included the experiences of refugees and their transitions
to host countries, as understanding the timeline of the refugee experiences helps us create and
adopt more effective policies and practices.
Additionally, this is a pivotal time in higher education, especially with the rise of conflict
in many parts of the world, such as Palestine, Artsakh, and Ukraine. Academic institutions
should anticipate increased humanitarian work and a large number of refugees seeking a new
home in the United States. The invasion of Iraq can serve as an example of many lessons to help
shape the future. Therefore, with the abundance of conversation around first-generation students,
I encourage researching first-generation college students with their intersecting identities as
refugees and continuing the conversation around what it means to be a refugee and how higher
education in America can better support these students.
Additionally, I recommend a longitudinal study that follows refugees roughly between
one to three years to allow for an in-depth examination of the transition for this group. Given the
findings related to mental health or lack of support in this area, I recommend further examination
of mental health support or access to services for this group as well. Lastly, I might further
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examine the concept of community as many participants indicated that they relocated to the U.S.
near other families who also found refuge in Iraq.
Recommendations for Initial Onboarding
In this section, I will provide recommendations for organizations that provide
transitioning services for refugees. I understand that recommendations may be challenging as
funding comes into play. However, there needs to be more conscious decision-making centered
around the well-being of refugees coming into this country due to the cultural differences
centered on language acquisition and educational transitions, all interconnected to setting them
up to be successful in this country. To be successful with starting over, the services below are
much needed and include:
1. More streamlined process and communication between UN, IOM, and Department of
Social Services, depending on the location of relocation for refugees coming into the U.S.
a. Community-based counseling centers to support the transition and its toll on the
mental health of refugees initially coming from a war-torn country.
b. Career services to be specific to refugees who specialize in explaining the system
in depth and help them navigate through the different levels of schooling.
c. Encouraging social services and other available organizations that help refugees
in the relocation process to collaborate with schools and institutions that help
individuals of different ages and backgrounds to be set for success before
relocating to the host country through providing wrap-around services that
support the person as a whole. Maybe going as far as building counseling centers
that provide group therapy, family therapy, and individual therapy.
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Recommendations for Educational Institutions
In this section, I provide recommendations for educational institutions regarding the
transition of Iraqi refugees and their educational experiences. Practice recommendations revolve
around starting initiatives to support refugees as well as providing different training services for
faculty and staff at schools to better work with this population:
K-12
For K-12 educators, including teachers, school counselors, and schools, I recommend the
following:
1. School counselors may encourage refugee students who are admitted to English
Language Development (ELD) classes early on to speak to a mental health specialist, as
not all students are aware of the complexities that are accompanied by experiencing war
and acclimating into the American education system.
a. It would be strongly recommended to encourage students to attend support
classes, healing circles, or group counseling that are initiated by Masters of Social
Work (MSW) interns on the school campuses.
b. Perhaps a social worker could be assigned a caseload of refugee students to aid in
their transition individually.
2. Training for faculty and staff at the high schools as I understand that centers may not
exist for the K-12 institutions, but teachers can become well-informed and trained to help
refugee students feel supported in their transition process.
Higher Education
For higher education institutions, including college departments, programs, and services,
as well as faculty and staff, I recommend the following:
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IMPACTS OF WAR AND RELOCATION ON IRAQI REFUGEES
1. College departments/programs and services under Student Affairs/Student Services may
utilize counseling skills to aid in active listening to hear out these students' experiences
and struggles to help make direct referrals to appropriate on-campus and
community-based support services. They can also lead by example to educate other
college departments about the refugee population.
2. Create courses for higher education professionals that go in depth about war, students
who survived war, and how to support them in and out of the classroom, guide them in
their studies, and cater to their needs:
a. Training for faculty and staff at the college level should become an institutional
initiative to build educators' awareness campus-wide whether during their
onboarding process, or at the beginning of the academic year through videos or
in-person training.
3. It would be ideal for the college stakeholders such as existing governance committees,
the board of trustees, and the student body to consider conversations around allocating
funds toward creating centers for refugees that would help the population as they have the
influence to inspire the college faculty and staff. Nonetheless, considering funding and
the number of students they would be serving, the more practical approach would be to
fund initiatives under the umbrella of an office. For instance, if a college has a
first-generation plus center, that plus can include refugees and services available for them
and have a coordinator or specialist that explicitly serves this population.
a. Peer mentorship opportunities where offices pair volunteers with refugees that
may assist them during their first years in college would be an impactful initiative
to lead with.
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Recommendations for Refugees
In this section, I put together a set of recommendations for new refugees coming into the
U.S.:
1. Work on seeking the help of a mental health professional. You have experienced so many
stressors, and sharing your experiences with a professional may help you digest them and
guide you through the process of acclimation.
2. Enroll in local educational programs. Look for non-credit community college campuses
that are near you. It is a tremendous free-of-charge resource to help you develop a skill,
practice English, and build your network.
a. Non-credit classes may help you build your social network, create a circle of
friends, and introduce you to a supportive community of students who may be
going through similar integration experiences.
b. Seek out your college counselors. They are very knowledgeable about directing
you to resources that are available and beneficial to you both in school and the
community.
3. If you are low-income and live in California, consider CalFresh and CalWORKs as
resources. Please look at the eligibility requirements online.
a. For CalFresh enrollees, your community college may offer the Fresh Success
program, an employment and training program that further supports your financial
needs and development that requires you to be CalFresh eligible.
b. Parents with children younger than 18 years of age, you may qualify for aid
through CalWORKs. Ask your local welfare agency for more information.
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IMPACTS OF WAR AND RELOCATION ON IRAQI REFUGEES
c. Look for a Basic Needs office on your college campus; they may offer free food
and clothing for job interviews.
4. Lastly, if all fails, look for educators who are willing to hear you out, learn about your
struggles and experiences, and validate your experiences. Ask them for referrals to
programs that can help support you, your transition, and setting and meeting your new
goals.
Conclusion
This research represents a very small group of Iraqi refugees and their transition
experiences into the U.S., along with their experiences related to their studies in America. With
the background information and literature, this study laid the foundation of war and the realities
of Iraqis in Baghdad and Iraqi refugees. Following that, with Schlossberg's theory of the 4 Ss and
the emerging themes found throughout the interviews, this study shed light on the experiences of
Iraqi refugees during the war, their process of relocation, and their new realities and academic
aspirations in America.
Through the 4 Ss, this research found that while the Iraqi refugees faced plenty of
difficulties, they did not lose heart and kept going. They were and continue to be resilient in
adapting and driving through adversity. As some mentioned in the interviews, it was helpful that
they viewed their Iraqi experiences and identities as a superpower. These individuals took their
experiences and used them as the foundation of their processes of creating new lives and
building on their intersecting identities as Iraqi Americans and Iraqi American students.
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IMPACTS OF WAR AND RELOCATION ON IRAQI REFUGEES
Chapter 6: Epilogue
I must admit that the process of writing this thesis has tested so many parts of me. I have
never been one to let any of the voices in my head get in the way of my academics, but this
experience challenged me in more ways than just one. When I was being presented with my
graduation project options with the rest of my peers, the options were being a part of a group
capstone project or writing a thesis. Capstone projects are a wonderful and necessary approach to
research for many reasons, such as increasing one’s ability to collaborate with other professionals
and contributing to research and academic growth in many different ways. However, my spirit
landed on writing a thesis. I did not necessarily have a topic in mind; I just knew I needed to
write a research paper.
In the initial stages of my decision-making process, I contemplated some of my potential
motives. I thought that maybe my ego wanted the applause at the end of it all or that I did not
enjoy the restrictions of having to conform to the time or styles of my peers while working on a
capstone project. Maybe I wanted this to be an example of what a dissertation may look like if I
were to pursue a doctoral degree, which I promise you at this stage; after writing this, I feel
entitled to one. At the time, I did not have an answer; I just thought, okay.
Upon pondering what to write about and trying to answer this little voice in my head
instructing me to just go for it, I was not lost for long. I realized that my life is a testimony of
things that were and were not. I realized that some privileges are given, and some are created. I
do not discredit the privileges in my life, and while higher education has been one that I was
helped with, it is also one that I have allowed myself to create. I have grown to believe that we
create some of the opportunities in our lives. Maybe it could be translated as being at the right
place at the right time, meeting the right person at the right place, or having the work ethic that
78

IMPACTS OF WAR AND RELOCATION ON IRAQI REFUGEES
makes it difficult for opportunity to ignore. Creating opportunities can be done through different
avenues, but this research is my way of creating more opportunities for myself, my people, and
future generations.
I was at first afraid that some of the information my interviewees shared would trigger
me. I also pondered the possibility of triggers to my participants and if I were qualified enough to
be in that space with them. I then found the humor in the fact that I wrote a five-chapter research
that implied high resilience and self-efficacy in Iraqi refugees but did not consider my resilience
as an Iraqi refugee who was also directly and indirectly impacted by the Iraqi invasion of 2003.
The interview portion of this research brought so much joy to my heart. Even though
most of the information disclosed was painful, I realized that, yes, I will never forget my
experiences as a child of war, but I have overcome the part where talking and hearing about it
was triggering for me. I would like to disclose that I have had so much support throughout this
healing journey. My family, friends, peers, some high school teachers, community college deans,
advisors, and professors have been essential components of my growth and healing.
Additionally, seeking the support of a mental health professional has been life-changing. It is
simply the guidance of a professional on how to face myself and navigate through my emotions.
It has worked wonders for me. However, all thanks and glory goes to my father in heavenly
places, Jesus Christ. God has been so good to me in ways that I cannot fathom or express.
Throughout this research, I have learned so much about individuals who were and are in
the same boat as me. I am so proud to have interviewed such bright individuals. It makes me
prouder to know that my people, Iraqis, are more resilient, resourceful, hardworking, abundant,
kind, and intelligent than this world has credited them to be. I am honored to share our brilliance
79

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in academia and with the rest of the world, and I intend to widen the circle of Iraqi professionals
who will stand up for this cause.
With the almost one-year long journey of this research and my career in higher education,
I have learned that my privileges in these blessings I have obtained and the spaces I have been
and will become a part of, it is my mission to help birth initiatives that will assist Iraqi students
and those of similar backgrounds as Iraqi refugees.
I have gained clarity and the understanding that while I have this experience and
perspective, it is my responsibility to become a part of the solution. I aspire to keep pushing the
boundaries and further invest in research to break down the barriers.
A Letter to You
Dear reader,
I would like to express my deepest gratitude for taking the time to read through; it means a lot to
me that you have stayed until the end.
I wish to take this time to first address my dearest refugees who are new to the country;
welcome! There is so much food you’re yet to try. America is nothing short of yummy cuisines; I
am so excited for you! I am checking a lot of different ethnic foods off my list, but I still have so
many left to try, like Ethiopian and Brazilian food, but I’ll get there soon.
Much like the variety of food here, there will be various mountains to climb on your assimilation
journey. You have already overcome so much and endured obstacles too difficult to put into
words. But now, there is more ahead in this new chapter of your life.
Take a moment to breathe deeply because you have earned it. When you feel ready, push ahead
with everything you have. You owe it to yourself and everything you love.
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This journey will challenge and test everything in you, and at times, it may even tempt you to
long for the comfort that comes with the familiarity of your homeland. Feel your emotions, but
do not lose heart. There are ample opportunities, resources, and people to guide you through your
path.
This research is a testament to what you are made of. Keep fighting and put your heart into it.
As for the refugees who are a little more seasoned and have been around for a while, look at you!
Wherever you are, you should be proud of how far you have come. I hope you are creating a life
your spirit recognizes, has always longed for, and your mind has always envisioned.
To all of my readers, I hope that this research has added something to your life. I hope I
delivered the experiences in a way that spoke to you. Whether you identify as a refugee or not,
you are a part of the solution. If you don’t know, ask. If you’re curious, research. If you feel like
it is not your place, ask yourself how you can make it.
I am deeply grateful to you,
Gasia Pushian
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Appendices
Appendix A: Recruitment Email
Dear candidate,
I hope this email finds you well. My name is Gasia Pushian, and I am a second year Educational
Counseling graduate student at University of Southern California (USC).
I am currently writing my graduation thesis and conducting a study to find answers to my
research questions: How has the exposure to war and the subsequent relocation to the United
States impacted the educational experiences among Iraqi refugees?
Given our friendship, I am familiar with your background, and I believe that you would be a
great fit for this research.
Your background will provide information that will give an in depth understanding of what it is
like to be a refugee and what assimilating to the United States means.
Given that I am conducting qualitative research, if you agree, I will be interviewing you for 45 to
90 minutes in person or via zoom and you will be asked 20 to 25 questions. You will be fully
anonymous in this research.
Please let me know if you would be interested!
If you have any questions, please do not hesitate to contact me.
I look forward to hearing from you!!
Warmest Regards,
Gasia Pushian
90

IMPACTS OF WAR AND RELOCATION ON IRAQI REFUGEES
Appendix B: Recruitment Flier
91

IMPACTS OF WAR AND RELOCATION ON IRAQI REFUGEES
Appendix C: Demographic and Screening Questionnaire
1. Were you born in Baghdad, Iraq?
a. Yes
b. No
2. Did you experience the Iraqi war of 2003?
a. Yes
b. No
3. Did you flee Iraq to the United States as a refugee?
a. Yes
b. No
4. Did you move to the U.S. before or after 2018?
a. Yes
b. No
5. What year did you move to the U.S.?
Fill in the blank
6. Did you attend or are currently attending school in the United States?
a. Yes
b. No
7. Are you interested in participating in a 45 to 60 minute interview to speak about your
experiences as an Iraqi refugee?
a. Yes
b. No
8. If yes, could you please provide your email address?
92

IMPACTS OF WAR AND RELOCATION ON IRAQI REFUGEES
Fill in the blank
93

IMPACTS OF WAR AND RELOCATION ON IRAQI REFUGEES
Appendix D: Interview Protocol
1. Tell me about yourself. (Where are you from and what do you do for work currently?)
2. Can you tell me more about your transition into the U.S. as a refugee? (At what age did
you come to the U.S.? Did you move to Los Angeles immediately or did you have to wait
in another host country?)
3. Tell me more about your transition into the U.S.? (What did those first few months and
first year look like for you?)
4. Reflecting on your experience in Iraq, can you tell me more about your recollections
from the war in Baghdad and what that was like for you?
5. Can you tell me more about the reasoning behind you and your family relocating to the
U.S.?
6. When you reflect on the experience of war, how would you say it impacted your
emotional and mental well-being? (If you were impacted, what forms of support did you
utilize to ease your transition?)
7. Can you share if you had any connections between the impacts of war and the process of
your acclimation in American society? (Why or why not?)
8. Can you share how the resettlement process in the United States impacted your access to
educational resources and opportunities? (Why or why not?)
9. Can you share if you had any challenges in adapting to the educational system in the
United States after relocating from Iraq? (If so, what were the strategies you used to
overcome those challenges?)
10. Would you say that being exposed to war influenced your educational aspirations and
goals? (Why or why not?)
94

IMPACTS OF WAR AND RELOCATION ON IRAQI REFUGEES
11. At the schools you attended in the United States, were there any support systems or
programs that were created or offered to help you overcome educational challenges that
may be related/ or not related to your experiences in Iraq?
12. Have you observed any differences in the educational experiences of Iraqi refugees
compared to non-refugee students in the U.S.?
13. How do you perceive the role of educators and educational institutions in addressing the
unique needs of refugee students from war-torn regions?
14. Given everything you have experienced as an Iraqi, what have you learned about
yourself?
15. If you were to meet a brand new refugee in the U.S., what advice would you have for
them?
95

IMPACTS OF WAR AND RELOCATION ON IRAQI REFUGEES
Appendix E: University of Southern California Information Sheet (IRB)
My name is Gasia Pushian, and I am a student at the University of Southern California. I also
hold a role as site coordinator at Glendale Community College (GCC) CARES office and a
graduate assistant at the Viterbi School of Engineering at the University of Southern California
(USC)
I am conducting a research study to observe how the exposure to war and the subsequent
relocation to the United States impacted Iraqi refugees and their educational experiences. The
name of this research study is Examining The Impacts of War Exposure and The Subsequent
Relocation to The United States on The Transition and Educational Experiences Among Iraqi
Refugees Through Transition Theory. I am seeking your participation in this study.
Your participation is completely voluntary, and I will address your questions or concerns at any
point before or during the study.
You may be eligible to participate in this study if you meet the following criteria:
Participants must meet the following criteria:
1. Must be Iraqi who experienced the Iraq war in Baghdad, became refugees and assimilated
to the United States for at least within the past five years.
2. Must have obtained an education in U.S. high school/ any college. Current students are
acceptable.
3. Must be over 18 years old.
If you decide to participate in this study, you will be asked to do the following activities:
1. Complete the screening questionnaire
2. Participate in an individual interview that lasts between 45 - 60 minutes
3. Review a synopsis of your interview
96

IMPACTS OF WAR AND RELOCATION ON IRAQI REFUGEES
I will publish the results in my thesis. Participants will not be identified in the results. I will take
reasonable measures to protect the security of all your personal information. All data will be
de-identified prior to any publication or presentation. I may share your data, and de-identified
with other researchers in the future.
If you have any questions about this study, please contact me: gpushian@usc.edu. If you have
any questions about your rights as a research participant, please contact the University of
Southern California Institutional Review Board at (323) 442-0114 or email hrpp@usc.edu.
97

Abstract (if available)

Abstract This qualitative research examines the realities of Iraqi refugees who experienced the war of 2003 in Baghdad. It observes the emerging themes of how the transition to the United States impacts these individuals as they acclimate within American society and the American education system. This research utilizes Schlossberg's Transition Theory to shed light on the Iraqi transition experience based on their situation, self-perception, strategies utilized, and support systems. Through this qualitative research and conducted interviews, the findings showed a consistent pattern of resilience amongst Iraqi refugees after relocation and a visible gap in support available to those refugees within academic settings in the United States.

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Asset Metadata

Creator Pushian, Gasia (author)

Core Title Exploring the impacts of war and relocation on Iraqi refugees and their educational experiences through Transition Theory

School Rossier School of Education

Degree Master of Education

Degree Program Educational Counseling

Degree Conferral Date 2024-05

Publication Date 04/03/2024

Defense Date 03/21/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag academic endeavors,academic support,acculturation,adaptation,American education system,American Military,American Military in Iraq,Anxiety,Baghdad,basic needs,bridge the gap,CalFresh,CalWORKS,coping strategies,Counseling,cultural adaptation,dean of student affairs,education opportunity program,educational attainment,Educational Counseling,ELD,EOP&S,EOPS,ESL,Extended Opportunity Programs and Services,FAFSA,financial aid,first generation Iraqis,first generation refugees,first generation students,four year institutions,four year university,Fresh Success,George W Bush,graduate students,Higher education,higher education professionals,host country,impact,imposter syndrome,integration,International Organization of Migration,IOM,Iraq,Iraqi Americans,Iraqi education,Iraqi immigrants,Iraqi Invasion,Iraqi refugees,Iraqi refugees in America,just war theory,Literature,migration,non-credit classes,OAI-PMH Harvest,Palestine,parent-child relationships,policy recommendations,pregnancy and war,professors and refugees students,programs available for refugees,psychological effects,PTSD,qualitative research,refugee anxiety,refugee resettlement,Refugees,refugees and community college,relocation,research.,Resettlement,resettlement expectations,resilience,Rossier School of Education,Schlossberg's Transition Theory,self perception,self-efficacy,situation,socioeconomic factors,strategies,support systems,Thesis,transition theory,transition to the United States,trauma,two year institutions,UN,United Kingdom,United Nations,USC Rossier,vocational courses,War,war exposure,war of 2003

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Banuelos, Sheila (committee chair), Ocampo, Atheneus (committee member), Oukayan, Tzoler (committee member), Wang, Jonathan (committee member)

Creator Email gpushian@gmail.com,gpushian@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113867474

Unique identifier UC113867474

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