Browsing by Author "Sakiz, Halis"

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Aspects of Refugee Students' Financial Path To Academic Achievement in Higher Education
(Springer, 2025) Kavak, Osman; Sakiz, Halis; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; Department of Banking and Insurance / Bankacılık ve Sigortacılık Bölümü; 22. Vocational School of Savur / Savur Meslek Yüksekokulu; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
This study examined the relationships between financial aspects-scholarships, student loans, salary, and household income-and academic achievement of 931 refugee students enrolled in Turkish universities. Employing structural equation modeling, it explored the mediating roles of work motivation and financial literacy in the relationship between financial aspects and academic achievement. Findings revealed that scholarship and salary directly predicted academic achievement, the influence of student loan and household income varied, and work motivation and financial literacy mediated the relationships between financial aspects and academic achievement. Findings highlight the financial dynamics affecting refugee students, providing implications for policy and career guidance.
Citation - WoS: 3
Citation - Scopus: 3
Career Aspirations of Refugee Women in Turkey Within the Context of Higher Education
(Palgrave Macmillan Ltd, 2024) Cuhadar, Pinar; Cirkin, Zeynep; Sakiz, Halis; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 04.01. Department of Economics / İktisat Bölümü; 04. Faculty of Economics and Administrative Sciences / İktisadi ve İdari Bilimler Fakültesi; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
Access to higher education for refugees remains a focal point in discussions concerning human rights. In the aftermath of the Syrian civil war, T & uuml;rkiye has become a significant host country for forcibly displaced individuals. While the Turkish government has implemented an open-door policy toward refugees, the actual participation of women in higher education and the workforce falls short of anticipated levels. Through the lens of Amartya Sen's Capability Approach (CA), this study delves into the perspectives of Syrian refugee women regarding their experiences with higher education in T & uuml;rkiye and investigates how their educational pursuits shape their career aspirations. Employing a qualitative methodology involving semi-structured interviews, this research examines the viewpoints of 40 women enrolled in a state university in T & uuml;rkiye. The findings underscore the role of higher education in enhancing women's career-related skills, fostering their awareness of rights, and predominantly fostering optimistic outlooks toward future labor market engagement.
Career Construction Experiences of Syrian Refugee Women in Turkish Higher Education: Opportunities and Obstacles
(York Univ, Center Refugee Studies, 2025) Cirkin, Zeynep; Sakiz, Halis; Cuhadar, Pinar
This study explores the career construction and higher education opportunities and challenges faced by Syrian refugee women in Turkiye through semi-structured interviews with 40 women enrolled at a public university. Findings reveal significant challenges in career construction and higher education stemming from the intersectionality of gender and refugee status, including job market discrimination, increased housework and caregiving responsibilities, and moral concerns about independent women. The study also identifies opportunities for empowerment through women's rights, autonomy, equality, and self-sufficiency. It contributes to refugee studies, higher education, and integration by acknowledging the transformative potential of education and employment for Syrian refugee women.
Citation - Scopus: 1
Empowering Parents of Children With Disabilities: Assessing the Impact of a Child Sexual Abuse Psychoeducation Program in Türkiye
(Taylor & Francis Ltd, 2024) Kacan, Havva; Sakiz, Halis; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
Child sexual abuse (CSA) is a pervasive problem that can have detrimental effects on the physical and mental health of children, as well as their families. Parents of children with disabilities (CWD) may face additional challenges in protecting their children from sexual abuse. This study aimed to examine the effects of a CSA psychoeducation program for parents of CWD. The program was designed to increase parental knowledge and attitudes towards CSA and prevention strategies, as well as to decrease parents' anxiety regarding the topic. A total of 93 parents of CWD participated in the study, with 45 being randomly assigned to the experimental group and 48 to the control group. The findings suggest that the CSA psychoeducation program was effective in increasing parental knowledge and attitudes towards CSA prevention strategies. The experimental group scored significantly higher than the control group in all domains of the Child sexual abuse knowledge/attitude scale for parents. Additionally, the program was effective in reducing parents' anxiety. This highlights the need for such programs to be implemented in schools and other community settings to increase parental awareness and prevent CSA.
Impact of a Psychoeducation on Caregiver Burden, Internalized Stigma, Anxiety, and Coping in Caregivers of Children With Epilepsy: a Randomized Pilot Study
(Wiley, 2025) Kacan, Havva; Sakiz, Halis
This pilot randomized trial examined the effects of a psychoeducational intervention on caregiving burden, anxiety, internalized stigma, and coping strategies among caregivers of children with epilepsy. Using a randomized design, 54 caregivers were assigned to either an experimental (n = 28) or control (n = 26) group. The 6-week intervention included psychoeducation, emotional support, and stress-management techniques aimed at enhancing caregivers' psychological well-being. Results showed significant reductions in caregiving burden (p = 0.000), internalized stigma (p = 0.000), and anxiety (p = 0.000) in the experimental group, while the control group showed no significant changes. Caregivers in the experimental group also adopted more adaptive coping strategies, including increased self-confidence (p = 0.000) and optimistic approaches (p = 0.001), greater reliance on social support (p = 0.001), and decreased use of helpless (p = 0.000) and submissive coping styles (p = 0.000). These findings demonstrate the feasibility and preliminary efficacy of psychoeducational interventions for improving caregiver well-being and suggest the need for a future large-scale definitive trial to confirm these effects.
Impact of an Inclusive Programme on Achievement, Attendance and Perceptions Towards the School Climate and Social-Emotional Adaptation Among Students With Disabilities
(Routledge Journals, Taylor & Francis Ltd, 2017) Sakiz, Halis
The aim of this paper is to report outcomes of a school-based programme aiming to promote achievement, attendance and positive perceptions towards the school climate and social-emotional adaptation among students with disabilities (SWD). The programme included a series of training and social activities for school staff, parents and children followed by implementation of the knowledge gained through these activities. The programme lasted one school year and data were collected through quantitative and qualitative methods. Results of the study indicated enhanced student attendance and achievement, social-emotional development, and positive perceptions about the school climate. In addition, parents and teachers were mostly content with development of students and the attempts of their schools to prompt student learning. Findings of this research indicate the significance of the holistic approach in educating SWD in mainstream schools and confirm that schools can make progress relying on their internal structures and planned action.
Improving Social-Emotional Skills for Inclusion Through Traditional Child Games
(Pergamon-Elsevier Science Ltd, 2025) Ozcan, Suna; Sakiz, Halis; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
This study investigated the impact of traditional child games on the social-emotional development of children educated in mainstream schools in T & uuml;rkiye. Grounded in theories of inclusion and socio-cultural development, the research explores how these games enhance social-emotional development among preschoolers, refugee children, and children with disabilities (CwD). A mixed-methods approach integrated quantitative data from social skills assessments and qualitative insights from observations and interviews with educators. Findings highlight improvements in communication skills, emotional regulation, behavior management, and social interaction among participants. The quantitative results revealed substantial gains in social skills and communication measures post-intervention, while qualitative data provided rich insights into the positive experiences of both children and educators. The study underscores the potential of inclusive practices supported by culturally relevant play activities to enhance social-emotional learning and build a supportive school environment for all children.
Citation - WoS: 19
Citation - Scopus: 21
Including Students with Visual Difficulty within Higher Education: Necessary Steps
(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2018) Sakiz, Halis; Saricali, Mehmet; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
The aim of this research study was to investigate the inclusion of students with disabilities studying in Turkish universities. Students with visual difficulty were selected as a case from 24 different universities. A survey with seven dimensions was administered to 73 students, and 12 students were interviewed. Survey and interview findings revealed both progress and, to a larger extent, dissatisfaction with (i) the physical and psychosocial environment of universities; (ii) the way diversity and disability were viewed; (iii) the way support was planned and delivered; (iv) the level and quality of communication and collaboration; (v) the teaching and learning processes; and (vi) the way higher education policy was made and implemented. Findings highlight the need for prioritizing university cultures that are inclusive of students with diverse backgrounds and translation of the inclusiveness into effective practice of providing pedagogical and material support to these students.
Inclusive Education for Religious Minorities: the Syriacs in Turkey
(Cogitatio Press, 2020) Sakiz, Halis; Ekinci, Abdurrahman; Bas, Guldest
Expanding the scope of inclusion beyond specific groups such as individuals with disabilities has led to the investigation of school systems' inclusiveness from the perspective of all students. With this in mind, this research investigated the experiences of students and parents belonging to the ancient Syriac community in Turkey, who inhabited Mesopotamia since the inception of Christianity. Obtaining the views of 43 parents and their 46 children through semi-structured interviews, the school system was investigated at a political, cultural, and practical level in terms of the educational inclusion of Syriac individuals. Overall, student and parent views indicated that: (a) policy-making lacked an approach to reach all students and organize support for diversity; (b) school cultures needed to build a community whereby inclusive values were established; and (c) school practices lacked the organization to target and ensure the learning of all and mobilize resources to achieve this aim. Details of findings are included and discussed. Implications address the importance of building schools that consider the increasingly diverse school populations around the world, with a particular focus on cultural and religious diversity.
Inclusive Mental Health Support for International Students: Unveiling Delivery Components in Higher Education
(Cambridge Univ Press, 2024) Sakiz, Halis; Jencius, Marty
This study examines the delivery components of inclusive mental health services in higher education, centering on international university students. Through interviews with 32 participants at a state university in the United States, including students, counseling staff, and faculty, six key themes emerged: mental health professionals' multicultural self-awareness, focus on reparative services, mainstream mental health theories and approaches, professionals' cultural background, faculty involvement and physical space and confidentiality. These findings underscore the importance of training for professionals, expansive mental health offerings, incorporation of diverse approaches, confidentiality, active faculty participation and suitable physical environments. By addressing these components, universities can enhance the quality of mental health support for international student populations, promoting their overall well-being and academic success.
Pedagogical Components in the Inclusion of Students With Mathematical Learning Difficulties in Mathematics Classes
(Routledge Journals, Taylor & Francis Ltd, 2025) Alnaim, Fahad Ahmed; Sakiz, Halis
This study examined the pedagogical components involved in the inclusion of students with mathematical learning difficulties (SMLD) in primary schools in Saudi Arabia as perceived by teachers and educational supervisors. A qualitative method was used to gather information from 22 mathematics teachers and six educational supervisors about their opinions, practices, and experiences. Data were collected through semi-structured interviews, focus group discussions, and documents, and then analyzed using thematic analysis. The findings revealed three levels of pedagogical components that impact inclusion: systemic and structural components (such as readiness for inclusion and educational programs), teacher-related components (such as mastery of instructional practices and teacher preparedness), and student-related components (such as learned helplessness and learning tendencies). These findings stress the importance of considering the learning environment and developing effective strategies to support the inclusion of SMLD.
Refugee Women Teachers as Agents of Inclusion: Capability Expansion and Structural Challenges in Education
(Routledge Journals, Taylor & Francis Ltd, 2025) Sakiz, Halis; Hamet, Ahmet; Kocer, Nigar
This study explores how Syrian refugee women teachers working in Turkish public schools negotiate their professional identities, enact inclusion and confront systemic barriers within host educational systems. Guided by the human capabilities approach and inclusion theory, it examines how institutional structures influence the agency and development of refugee educators. Drawing on in-depth interviews with 32 participants, the findings reveal that these teachers take on complex roles, as educators, cultural mediators and emotional support systems for refugee students, often filling gaps left by insufficient inclusive practices. However, their ability to grow professionally is hindered by limited institutional support, linguistic and cultural exclusion, job insecurity and professional marginalisation. Despite these challenges, participants display strong agency through aspirations for pedagogical development, calls for recognition and efforts to foster inclusive school environments. The study argues for structural reforms that move beyond temporary accommodation, positioning refugee teachers as agents in educational equity and intercultural dialogue.
Citation - WoS: 1
Citation - Scopus: 4
School Counselors' Microaggressions Towards Students With Disabilities in Inclusive Schools
(Springer, 2024) Yilmaz, Osman; Sart, Zeynep Hande; Sakiz, Halis; Albayrak-Kaymak, Deniz; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
The aim of this research was to explore school counselors' microaggressions directed at students with disabilities (SWD) in inclusive schools. The study involved conducting structured interviews with 23 counselors employed at public primary and secondary schools. The data obtained from these interviews were analyzed using thematic analysis, resulting in the identification and categorization of 10 themes. The findings revealed that school counselors exhibited various forms of microaggressions towards SWD, including denial of privacy, patronization, otherization, secondary gain, second class citizenship, helplessness, denial of identity, minimization, positive discrimination, and spread effect. Implications of these findings for school counselors are highlighted and discussed, considering relevant literature. The study underscores the significance of raising awareness regarding microaggressions targeting SWD, which can foster personal and systemic changes towards social justice-oriented practices and the development of counseling competencies in this domain.