Mosselson, Jacqueline

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Associate Professor, Department of Educational Policy, Research & Administration, College of Education
Last Name
Mosselson
First Name
Jacqueline
Discipline
Education
Expertise
Critical psychology
Cultural studies
International & comparative education
Political, social and cultural contexts of identity construction
Introduction
Jacqueline Mosselson earned her Doctor of Philosophy in comparative education and developmental psychopathology from Columbia University in 2002. She received her Masters of International Affairs (economic and political development) also from Columbia University in 1997, and her B.A. in International Relations (specialization international humanitarian law) from Tufts University in 1994. Her doctoral dissertation, Roots and Routes: Re-imagining the Reactive Identities of Bosnian adolescent Female Refugees, explored the ways adolescent refugees understand their national and self-identities in the context of flight and relocation and the impact of education on the refugee condition. This work will be published as a book in 2005 by Peter Lang Press as part of the book series, Intersections in communications and culture by Cameron McCarthy and Angharad N. Valdivia. Jacqi’s most recent research examines the political and cultural impact of education in transitional, post-conflict states, specifically how youth may effect change through education and non-governmental organizations to heal the tragedies of war for future generations.
Jacqi has worked for the International Rescue Committee, primarily on regional desks but also as a consultant examining the gender-impact of IRC programming, on health-related issues in the Republic of Georgia, on escapees from the Lord's Resistance Army in Uganda, and as part of an evaluation team examining the Afghan refugee school programs in Pakistan. She has also worked as a consultant for Unicef in Mongolia. Jacqi’s regional experience includes Asia, Eastern Europe and East Africa. She joins us as an assistant professor in the Center for International Education.
Jacqi is currently representing UMass/CIE as a member of the INEE's Working Group on Education and Fragility. In this capacity, she has had the honor of being co-chair of the research sub-group, and is compiling a report, along with CIE graduate students, on the existing research in education and fragility. Jacqi is also PI a World Bank funded project on Multigrade Education in Senegal and The Gambia. She is also working on a large research grant proposal to look at social capital and agency among refugee adolescents in three countries. Any suggestions, questions and advice are welcome!
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    Roots & Routes: A re-imagining of refugee identity constructions and the implications for schooling
    (2006-12-07) Mosselson, Jacqueline
    The ways in which refugees are assumed to adapt to United States society have serious consequences on their enjoyment and fulfillment in their schooling experiences. This is further compounded by the incorporation of refugees under a more general umbrella of "immigrant" studies. Here, excerpts are shared from an experiential study of fifteen adolescent Bosnian female refugees in New York City schools to articulate an alternative identity paradigm, roots & routes, which captures the ways in which refugees consciously balance their ethnic and new national identities in understanding themselves, their lives, and how they represent themselves to others. This paradigm enables a more holistic view of refugee experiences in schools. It allows one to see the individual experiences of refugees who are often high academic achievers and assumed by their teachers to be "adapted" while actually still reporting relatively high rates of isolation.
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    An Intersectional Understanding of African Graduate Students' Experiences in U.S. Higher Education
    (2018-01-01) George Mwangi, Chrystal A.; Changamire, Nyaradzai; Mosselson, Jacqueline
    The adjustment of African international students in the United States may be different from the experiences of international students from other regions as African students are considered racial/ethnic minorities in the U.S. who can be exposed to racism, nativism, and other discrimination. This study focuses on the structural systems impacting African international graduate students in the U.S. and the intercentricity of various forms of opportunities and oppressions impacting their experiences. Findings revealed four themes: (1) Assumptions made by American Peers and Faculty (2) Adjustment Challenges Situated within Campus Systems (3) Campus Internationalization Rhetoric (4) Conflicting Worldviews. While these themes illustrate how students’ experience negative social positioning and other challenges on their campuses, they also demonstrate students resisting marginalizing experiences.