‘Are YouAble… to Learn?’: Power and Access to Higher Education for African Refugees in the USA

Abstract

Using discourse analysis focused on identity and politics, we analyze the narratives of two Congolese refugees to explore issues of access to higher education. Data for this analysis come from a larger ethnographic study of educational opportunities for refugees in one US city. The narratives that these participants tell reveal both the ways in which various institutional factors limited their access to higher education and the agentive ways in which these refugees advocated for themselves. Refugees' educational experiences and aspirations may be invisible to those in power in resettlement contexts, or those in power may question, doubt, or ignore such experiences and aspirations. As a result, various institutions act as gatekeepers to limit refugees' access to higher education.

Social inclusion of refugees into higher education in Norway: A critical analysis of Norwegian higher education and integration policies

“…In countries traditionally known as immigrant countries such as Australia, Canada, and the United States (UN, 2017), social inclusion policies at the national or regional levels either ignore or hinder refugees’ access to and participation in higher education (Al-Haque, 2018; Gidley et al., 2010; Perry and Mallozzi, 2011). These policies overlook the social inclusion of refugees systematically by omitting the word ‘refugee’ and instead using other terms.…”

‘We have education, I can say that’: worldview and access to education for adult refugees

“…Many refugees resettle in the US in part because of perceived educational opportunities, but quickly become disillusioned (Kerwin ; Perry and Mallozzi ). In order to support refugees toward self‐sufficiency, educators and other stakeholders must understand the worldviews that influence their educational decision‐making.…”

“…The data for this analysis came from a larger case study of educational opportunities (i.e. English as a second language, adult basic literacy, GED, higher education) for adult refugees in Kentucky (Perry 2010). For the overall study, participants included 13 refugees (representing Bhutan, Democratic Republic of Congo (DRC), Iraq, and Togo) and 20 community stakeholders (caseworkers, ESL and literacy instructors, community volunteers, and others).…”

“…Cultural contexts, beliefs, and expectations also shape refugees' access to education. For example, gender roles may determine women's access (Perry 2010;CORC 2013). Similarly, because family and community are valued above individualism in many cultures, refugees may feel obligated to financially support loved ones who remain behind (Rana, Qin, Bates, Luster, and Saltarelli 2011).…”

Mushfaking It: Postsecondary Academic Literacy Practices of Students From Refugee Backgrounds

“…Current research with refugee-background students at the postsecondary level has focused primarily on barriers to college with a focus on access over obstacles in college persistence. A devaluing of foreign credentials, lack of cultural competency, and discrimination restrict access to educational programs (Perry & Mallozzi, 2011). Knowing how to be a student requires an understanding of one’s place within a larger university system.…”