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Manoukian, Jill Accepted Dissertation FA23.pdf (1.9 MB)

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ETD Abstract Container

Abstract Header

International Students From Distressed Locations: Perceived Needs, Resources, and Teacher Awareness

Manoukian, Jill M. T.
http://orcid.org/0000-0002-2817-4841
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1698659366751347

Abstract Details

2023, Doctor of Philosophy (PhD), Ohio University, English (Arts and Sciences).
This dissertation investigates the challenges and resources of international students who come from countries experiencing high levels of distress, war, violence, and unrest but who do not have refugee status in the country they are studying in. This project involved four qualitative case studies that examined the participants' intersectionalities as both international students and students who may have similarities to refugees. The study brings together acculturation strategies (Berry, 2005) found in second language writing research (Hung & Hyun, 2010) and identity studies (e.g., Harre et al., 2009; Estrem, 2016; Hooper & Enright, 2011). Additionally, it draws on trauma informed writing pedagogy (e.g., Munro, 2018; Tayles, 2021) and refugee literature (e.g., Matsuda and Hammill, 2014; Shapiro et al., 2018). The study found the participants had incredibly rich resources and a distinct vulnerability of more instability. While they had similar perceived needs to refugee students and may benefit from similarly supportive resources, they may also be more difficult to identify. Participating writing teachers expressed a lack of self-efficacy in working with students with trauma backgrounds and little awareness of ISDL needs apart from their English language development. Several implications for writing teachers emerged that align with trauma informed writing praxis. Some implications for further multilingual writing research also emerged, such as a correlation between acculturation strategies and student value for writing practices, and potentially expanding previous studies in transfer theory on the disposition of attribution. Ultimately, this research argues for more compassionate classrooms that adopt trauma informed writing pedagogy in response to self-disclosed trauma symptoms and perhaps as a regular practice rather than as an exception.
Talinn Phillips (Committee Chair)
Ryan Shepherd (Committee Member)
Sherrie Gradin (Committee Member)
Matthew deTar (Committee Member)
381 p.
Composition; English As A Second Language; Rhetoric
Trauma Informed Writing Pedagogy; Multilingual Writing; Identity; Acculturation; Refugee Literacy; Positioning Theory; Dispositions

Recommended Citations

Citations

  • Manoukian, J. M. T. (2023). International Students From Distressed Locations: Perceived Needs, Resources, and Teacher Awareness [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1698659366751347

    APA Style (7th edition)

  • Manoukian, Jill. International Students From Distressed Locations: Perceived Needs, Resources, and Teacher Awareness. 2023. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1698659366751347.

    MLA Style (8th edition)

  • Manoukian, Jill. "International Students From Distressed Locations: Perceived Needs, Resources, and Teacher Awareness." Doctoral dissertation, Ohio University, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1698659366751347

    Chicago Manual of Style (17th edition)

ohiou1698659366751347
269
© 2023, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.