(In)validation and (mis)recognition in higher education: the experiences of students from refugee backgrounds

Mangan, Doireann; Winter, Laura Anne

doi:10.1080/02601370.2017.1287131

Cited by 52 publications

(40 citation statements)

References 29 publications

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“…New migrants face challenges to access and succeed in higher education. The relatively low participation rates of some groups, and sub-optimal student success and employment outcomes, suggest that there exist informational and achievement barriers, issues around English language proficiency and accent perceptions, difficulties in establishing employer connections and social networks, and deleterious effects of the conscious and unconscious bias of other students on campus (Colic-Peisker, 2009; Kong et al., 2016; Mangan and Winter, 2017). Collectively, these issues can result in a language of deficit and a temptation to focus on what new migrants lack (Morrice, 2009).…”

Section: Resultsmentioning

confidence: 99%

“…However, strong overall performance of the NESB group conceals significant variability. In particular, students from refugee backgrounds, including from African and Middle Eastern countries of origin, and Muslim migrants, often experience lower levels of university access (Australian Survey Research Group, 2011: 18), and subsequently lower employment outcomes (Colic-Peisker and Tilbury, 2007) as well as unconscious bias and racism on campus (Mangan and Winter, 2017). Employer bias is also often cited as a reason for the relatively poor graduate outcomes of some new migrant groups, along with perceived weaknesses in English language proficiency and a paucity of networks, connections and ‘social capital’ held by longer-term citizens.…”

Section: Introductionmentioning

confidence: 99%

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Beyond cultural capital: Understanding the strengths of new migrants within higher education

Harvey

Mallman

2019

Policy Futures in Education

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This paper explores the experiences of new migrants in Australian higher education, based on interviews conducted across two regional university campuses in 2017. New migrants, particularly from refugee backgrounds, often have limited university access and face specific challenges throughout and beyond their university experiences. Under-representation has led to a focus on what new migrants lack, in particular their putative paucity of cultural capital required to navigate and succeed in higher education. It is institutions, however, which frequently lack the willingness or capacity to recognise various strengths and forms of capital possessed by ethnically diverse students. Adopting a critical race theory lens enables identification of those forms of student capital, along with the barriers that may prevent capital from being widely recognised within the academy and/or being fully realised for students in their navigation of work, study, and life. Specifically, this article examines the value of resistant, familial and linguistic capital. New migrant students face specific challenges when their cultural strengths meet institutional and broader structural barriers. It is critical for institutions that the diverse and complex perspectives of under-represented students be harnessed to increase the quality of learning for all students. Compositional diversity on campus is necessary but insufficient to promote deep learning and a positive student experience.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Beyond cultural capital: Understanding the strengths of new migrants within higher education

Harvey

Mallman

2019

Policy Futures in Education

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“…One methodology‐related difficulty encountered with this project was gaining access to or identifying SfRBs who could participate in the study, especially within the university context. As student records are confidential, perceived issues with self‐disclosure (Mangan & Winter, ) and because of possible changes to citizenship status, such as students becoming Australian citizens before commencing university studies, it is difficult to identify SfRBs. This challenge has been noted in other work (Naidoo et al ., ; Kong et al ., ; Ramsay et al ., ; Terry et al ., ).…”

Section: Discussionmentioning

confidence: 99%

Methodological diversity as an asset for transition‐focused higher education research with students from refugee backgrounds

Baker

Irwin

Taiwo

et al. 2018

Review of Education

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This paper discusses the methodological and logistical complexities that underpin multi‐method, multi‐sited, multi‐phased research with vulnerable communities. The project on which we draw was a 3‐year Australian government‐funded, longitudinal and cross‐sectional exploration of students from refugee backgrounds (SfRBs) as they moved into, through and out of higher education from three different contexts, educational pathways and localities in Australia. While all students entering and participating in higher education may experience challenges, for SfRBs these are compounded by their linguistic and cultural diversity, instability, possible trauma and disrupted schooling. In the project presented in this article, these complexities and their relationships with transitions to higher education were captured through diverse methods and methodologies at three research sites, including longitudinal research with repeat interviews and cross‐sectional, explorative methods. The opportunities provided by this methodological approach far outweighed the ethical and practical difficulties navigated by each of the research teams. The ‘thick’ data produced through prolonged and repeat engagements with a small cohort of participants at one site were made richer through explorations of differing social and geographical contexts across all three sites. Further, our collective interpretations of the data were made more robust through the reciprocity and reflexivity inherent in ethically researching with (not on) SfRBs and through multiple cross‐site research team interactions.

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“…Returning to an educational routine is part of a larger process of providing pathways for integration into the host community and serves as a powerful counterweight to the trauma of forced migration (Crea, 2016; Dryden-Peterson, 2015). With renewed educational perspectives, refugees have been found to be resilient and ambitious learners (Mangan & Winter, 2017; Shakya et al, 2010) even while facing extraordinary challenges (Joyce, Earnest, De Mori, & Silvagni, 2010; Stevenson & Willott, 2007; Zeus, 2011).…”

Section: Introductionmentioning

confidence: 99%

Access for Refugees Into Higher Education: A Review of Interventions in North America and Europe

Streitwieser

Loo

Ohorodnik

et al. 2018

Journal of Studies in International Education

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This paper examines current interventions to reduce barriers to access into higher education for refugees in North America and Europe. We analyze a diversity of interventions sponsored by host governments, higher education institutions, foundations, nongovernmental organizations, and individuals. These interventions differ in size, delivery method, focus, and extent of support, and range from a single language course or limited online learning opportunity to fully accredited higher education programs. However, significant problems hamper the efficacy of many current interventions. We examine providers’ rationales for working with refugees using Knight and De Wit’s rationales for internationalization of higher education, later reconceptualized in four interrelated groups of rationales: academic, political, economic, and socio-cultural. To these, we propose adding a fifth category: humanism. To widen refugee participation and success in higher education, we suggest that policy makers and administrators should adopt a longer-term perspective, increase transparency, and use evidence-based approaches to develop and evaluate refugee programming.

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(In)validation and (mis)recognition in higher education: the experiences of students from refugee backgrounds

Cited by 52 publications

References 29 publications

Beyond cultural capital: Understanding the strengths of new migrants within higher education

Beyond cultural capital: Understanding the strengths of new migrants within higher education

Methodological diversity as an asset for transition‐focused higher education research with students from refugee backgrounds

Access for Refugees Into Higher Education: A Review of Interventions in North America and Europe

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