Non-profit Organizations, Collaborations, and Displaced Student Support in Canada and the USA: A Comparative Case Study

Research on refugees’ pathways to higher education since 2010: A systematic review

“…However, despite this variety of services displaced students are often caught in between higher education institutions’ declarations of support for diversity and internationalisation, increasingly limited government services and the chronically deficient funds from non‐profit organisations. In this context, there is an obvious deficiency of the comprehensive collaborating services constantly advocated by social workers, and policy specialists in this field (Arar, Brooks et al, 2019; Unangst & de Wit, 2020).…”

“…With or without supportive government policies, many higher education institutions in different countries have launched special well‐funded programmes to support refugees’ inclusion in their programmes (Streitwieser et al, 2019). Higher education systems and institutions have traditionally fulfilled different key tasks for societies, and in recognition of these services, societies have usually provided a stable legal framework and resources for the operation of these institutions, especially for non‐profit institutions (Unangst & de Wit, 2020). This pact between higher education institutions and society (De Wit, 2019; Schneider, 2018; Streitwieser et al, 2017) is now often sorely tested when society expects higher education institutions to accept and educate penniless refugees who often arrive without the basic academic background needed for their studies.…”

“…Unangst and de Wit (2020) also suggested that there should be outreach to the newcomer community through collaboration with local community leaders and organisations, and the creation of a peer mentoring programme. In addition to the establishment of a website, they indicate that local school systems, which are absorbing the immigrant students, should work with local community organisations and civic and religious leaders to disseminate appropriate information to the newcomers’ communities explaining how to access and pay for higher education.…”

“…The articles include empirical research undertaken in refugee camps (for example, Kenya, Malawi, Sudan, Turkey and Jordan), but also in the context of resettlement in Turkey, Germany, USA, UK, Canada and Australia; however, other articles analysed policy and legislation shifts in the USA, UK and other contexts. There were also a few comparative studies, including analytical meta‐surveys (Ramsay & Baker, 2019; Streitwieser et al, 2019; Unangst & Crea, 2020; Unangst & de Wit, 2020), and reviews of intervention programmes in North America and Europe (Streitwieser et al, 2019; Unangst & de Wit, 2020).…”

“…Even when refugees are able to secure access to higher education, the small, yet growing body of literature suggests there are many challenges to their full participation in higher education (Avery & Said, 2017; Baker et al, 2019; Baker & Stevenson, 2018; Crea, 2016; Ferede, 2010; Harris & Marlowe, 2011; Mangan & Winter, 2017; Ramsay & Baker, 2019; Streitwieser et al, 2017; Unangst & de Wit, 2020; Zeus, 2011). An initial difficulty is that there are many disparities in admission criteria to higher education, higher education policy towards refugees and intervention programmes (Unangst & de Wit, 2020). Deeper consideration of these issues may hold the key to ensuring their successful integration (Baker et al, 2019; Mangan & Winter, 2017).…”