International Journal of Educational Development
Volume 65, 2019, Pages 183-193

Early reading and mathematics attainments of children of self-settled recently naturalized refugees in Tanzania (Article)

Ndijuye L.G.* , Rao N.
  • a The University of Hong Kong, Hong Kong, School of Psychology and Special Education, The University of Dodoma, Tanzania
  • b The University of Hong Kong, Hong Kong

Abstract

This study compares the literacy and numeracy attainments of naturalized refugees and the majority rural and urban local children in Tanzania. Samples of 150 pupils were administered Early Grades Reading/Mathematics Assessment. Further, 45 parents and three principals were individually interviewed. Results indicate that naturalized refugees outperformed both urban and rural majority on literacy measures. On numeracy tests, naturalized refugees outperformed the rural majority and had comparable attainment to the urban majority. Demographic and SES variables predicted both reading and mathematics attainments. Interviews revealed that naturalized refugee families prioritized children's education as a path to integration into the host society. © 2018 Elsevier Ltd

Author Keywords

Naturalized refugees Early grades education Literacy attainments Tanzania Numeracy attainment

Index Keywords

Tanzania mathematics urban area rural area educational attainment refugee primary education literacy Child
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054370079&doi=10.1016%2fj.ijedudev.2018.08.002&partnerID=40&md5=fc5b458faf1a896bb9d362aa8a2c01e6
DOI: 10.1016/j.ijedudev.2018.08.002
ISSN: 07380593
Original Language: English