A Qualitative Study of the Career Aspirations of Resettled Young Sudanese and Somali Refugees

Learning Problems in Children of Refugee Background: A Systematic Review

“…40 This study found no association between self-reported English language proficiency and secondary school outcomes, 40 despite Sudanese youth reporting English language difficulties as a common barrier to success. 13,19,36 Three studies reported ethnic differences in educational outcomes. 30,31,40 A Canadian study of 156 refugee children in primary school found that children from Central America had more severe learning difficulties reported by teachers than their peers from Cambodia and Vietnam, despite similar objective academic outcomes.…”

“…Low teacher expectations of refugeebackground children were reported to be common in both primary and 9 13,19,36 High academic aspirations and life ambition 13,19,28,32,36,37 Financial stress 28 Parental involvement in education 11,12,28 Parental misunderstandings about educational styles and expectations 9,11,12,31 "Gift-and-sacrifi ce" motivational narratives 28,32,37 Parental education 35 (or no association 30,40 ) Parental profi ciency in the host country language 30,40 Family cohesion, supportive home environment. 6,24,30 Parental physical and mental health 40 (or no association 30 ) School environment…”

“…31,38 Inadequate appreciation of a child's educational experience was reported to result in inappropriate grade placement and expectations 13,28,32,36,37,40 and to impair remedial educational efforts. 38 This discrepancy resulted from either expectations that were too high (ie, failing to account for the impact of interrupted education) 13,36,40 or too low (ie, failing to recognize previous learning). 28,37 Teacher ignorance of linguistic heritage has resulted in misunderstandings (eg, misinterpreting respectful whispering as being shy, unsure, inattentive, or disrespectful), misdiagnosis, and counterproductive remediation attempts (eg, group reading and public correction creating a feeling of inadequacy and reinforced withdrawal).…”

“…40 Six studies reported that Sudanesebackground refugee youth generally had high academic aspirations and life ambition and that this was an effective motivation for success. 13,19,28,32,36,37 Indeed, their desires to advance their education, support relatives and 8 friends left behind, and help rebuild their country were major motivators for migration and life. 19,28,32,37 Seven studies examined parental involvement in the education of refugee children.…”

“…28,31,40,11,13,32,36,37,26,27,38 Accurate educational assessment and grade placement were major determinants of educational success 11,32,40 but were often inaccurate. 31,38 Inadequate appreciation of a child's educational experience was reported to result in inappropriate grade placement and expectations 13,28,32,36,37,40 and to impair remedial educational efforts. 38 This discrepancy resulted from either expectations that were too high (ie, failing to account for the impact of interrupted education) 13,36,40 or too low (ie, failing to recognize previous learning).…”