Refugee Transition: School-University Partnerships that Support Refugee Students’ Participation in Tertiary Education

Naidoo, Loshini

doi:10.18848/1835-2030/cgp/v08i01/56783

Cited by 10 publications

(26 citation statements)

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“…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%

“…The academic literature clearly indicates that rather than having a lack of interest in pursuing higher education, people from refugee backgrounds generally report a strong commitment to, and high aspiration for, further education (Hatoss & Huijser, ; Joyce et al ., ; Lawson, ; Naidoo et al ., ). However, the literature also attests to multiple and intersecting impediments to the realisation of such aspirations.…”

Section: Contextmentioning

confidence: 97%

“…The literature powerfully speaks to the cultural challenges faced by students who have not engaged in education in a Western country or an education system informed by Western epistemological norms. The norms and conventions of studying in a country such as Australia—such as engagement in independent study, critical appraisal of ideas, argumentation—can be extremely disorientating and can result in significant culture shock (Joyce et al ., ; Morrice, ; Naidoo et al ., ). As Joyce et al .…”

Section: Contextmentioning

confidence: 97%

“…Studies exploring ‘non‐traditional’ students’ experiences of moving into higher education represent a growing body of work in the transition literature (Christie, ; Quinn, ; Bussell & Mulcahy, ; Fragoso et al ., ; Meuleman et al ., ). However, there is relatively little research that explicitly attends to the transitional experiences of culturally and linguistically diverse (CALD) background students, and students from refugee backgrounds (SfRBs), moving into, through and out of higher education (albeit see Joyce et al ., ; Morrice, ; Naidoo et al ., ; Kong et al ., for notable exceptions).…”

Section: Introductionmentioning

confidence: 98%

“…In the case of educational transitions, the changes that students experience can include moving between educational levels (with their attendant practices, procedures, expectations and epistemologies), between geographic spaces, social networks, disciplines, modules and relationships. It is therefore important to develop rich pictures of how students experience their transitions because these changes in the student's lives can significantly impact on their sense of self, on their 2010; Joyce et al, 2010;Lawson, 2014;Naidoo et al, 2015). However, the literature also attests to multiple and intersecting impediments to the realisation of such aspirations.…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Discussionmentioning

confidence: 99%

Section: Contextmentioning

confidence: 97%

Section: Contextmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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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Integration of refugees at universities: Austria’s more initiative

Bacher

Fiorioli²,

Moosbrugger

et al. 2019

High Educ

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The so-called refugee wave in the summer of 2015 led to an impressive wave of helpfulness in Austrian society. Universities Austria (uniko)-the umbrella organization of the 22 public universities in Austria-set up and launched an initiative called MORE. MORE provides refugees and asylum seekers with additional opportunities and perspectives that go beyond basic tools for survival. All 22 public universities implemented MORE, albeit in different ways. The article draws on a specific case-the MORE initiative-which aims to integrate refugee students into university life and higher education, as well as on data collected within the scope of evaluating the particular cases at hand. Analysis focuses on whether MORE has contributed to integrate refugee students. Drawing on different integration theories, the findings of this evaluation provide an insight as to how integration is achieved and affected by influencing factors such as personal characteristics, the usage of program elements, etc. Hence, the paper gives insight in the applicability of different integration theories and may be helpful for improving MORE or similar initiatives. The results confirmed the assumptions of modern sociological integration theories. Universities who offer the MORE program can conclude that they should take care of special, vulnerable groups, and that they should offer more than language classes in order to foster integration. Integration depends on the characteristics of the refugee group, the general societal and political climate, and on the specific attitudes towards the group in question.Higher Education (2020) 79:943-960 945

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Familial Capital, Narratives of Agency, and the College Transition Process for Refugee-Background Youth

Shapiro

2018

Equity & Excellence in Education

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This study examines the role of family in the college transition process for students with refugee backgrounds in New England (United States). Extant research finds that the investments immigrant and refugee families make in their children's education are often overlooked, and that the family is sometimes seen an educational obstacle, rather than an asset. Using the framework of familial capital, with a focus on narratives of agency, this study offers a counter-story to such discourse, highlighting numerous ways that families have contributed to their children's educational goals, decisions, and achievements. Analysis of student interviews reveals how families cultivate aspiration and resilience, remove barriers to educational success, and empower their children to serve as agents of change. These strategies and decisions represent a sustained commitment to educational access and achievement-one which must be acknowledged as part of a culturally relevant curriculum. Findings from this study have relevance for practitioners in both secondary and postsecondary settings and suggest possibilities for future research into the role of family and community in students' educational decision-making processes.Educational research has long established that familial expectations and behaviors play an important role in students' transitions to postsecondary education (e.g., Hossler, Schmit & Vesper, 1999;McCarron & Inkelas, 2006). Parents and other family members not only assist with logistics such as applications and campus visits, they also help to instill and reinforce educational attitudes, values, and behaviors (McCarron & Inkelas, 2006;Perna & Titus, 2005). Of course, the nature of these familial investments varies according to family background. Research has found that for students from culturally and linguistically diverse backgrounds, familial involvement is often indirect and takes place largely in the home and co-ethnic community, rather than at school (e.g., Farah, 2015;Vald es, 1996;Wilkinson, Santoro, & Major, 2017). These forms of familial involvement often remain invisible to school staff, who may assume that those students' families are not interested or invested in their children's education (Auerbach, 2006;Roy & Roxas, 2011). A number of scholars have highlighted the need, therefore, for a broader and more culturally relevant conception of the family's contributions to educational success (e.g., Davis-Kean, 2005; Yosso, 2005). Attention to these forms of contribution-what many scholars call "familial capital"-deepens our understanding of educational processes and outcomes, and also offers a counter-story to discourses that construct certain families as an obstacle, rather than an asset, in the educational process, including the transition to higher education (Gofen, 2009; Yosso, 2005).

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Refugee Transition: School-University Partnerships that Support Refugee Students’ Participation in Tertiary Education

Cited by 10 publications

References 0 publications

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

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

Integration of refugees at universities: Austria’s more initiative

Familial Capital, Narratives of Agency, and the College Transition Process for Refugee-Background Youth

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