This study examines the relationship between high schools and refugee resettlement agencies in Tucson, Arizona. Through twenty individual and group interviews with teachers, school administrators and refugee resettlement agency staff and volunteers, elements of collaboration and communication between the entities were assessed to determine the strength of the existing relationship and its potential for development. Mattesich and Monsey’s fifteen factors of successful collaboration (1992) were used to develop research questions, and Isett’s 2005 model for interorganizational network formation was used to analyze the stage at which the current relationship between agencies and schools lies and what elements need to be developed for a stronger, more beneficial network to form. Research revealed a low level of communication and understanding between these service providers and a strong desire among both resettlement agency staff and school teachers and administrators to develop a closer working relationship to better serve refugee teens and their families. Interviewees primarily requested increased communication through regular meetings, inclusion on newsletter mailing lists, and development of key points of contact. They also identified professional development as a key area in which the two providers can join forces to improve their services.


Education | Educational Administration and Supervision | Higher Education Administration