Work

Intersectionality in Family-Professional Partnerships Among Refugee Families and Early Educators

Year: 2026

Type: article

Abstract: Refugee families are not a homogeneous group. Their experiences navigating early childhood education (ECE) and early childhood special education (ECSE), particularly family-professional partnerships (FPPs), may vary based on their intersectional identities (e.g., race, language, disability status). In this iterative qualitative study, we explored early childhood educators’ perspectives on FPPs with refugee families of children who have disabilities or are at increased risk of being identified with disabilities. Specifically, we examined how the intersectional identities of both refugee families and educators influenced their partnerships. Nine early educators participated in two rounds of semi-structured interviews and completed demographic forms. Findings revealed how early educators perceived refugee families’ intersecting identities as influencing FPPs and how these educators’ own identities shaped their approaches to partnerships. In this study, we contribute to the limited literature on the role of intersectional identities in FPPs with refugee families. Implications for future research, policy, and administrative practice are discussed.

Source: Topics in Early Childhood Special Education

DOI: 10.1177/02711214261468034

Authors: Ankita Bhattashali, Gregory A Cheatham, Nicole B. Adams

Institutions: Utah State University, University of Kansas, University of North Carolina at Charlotte

Language: English

Topic: Education and experiences of immigrants and refugees

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: bronze

Funder: University of Kansas