Understanding and Overcoming Barriers: Learning Experiences of Undergraduate Sudanese Students at an Australian University

Abstract

An increase in migration of Sudanese and South Sudanese people to Australia due to civil unrest in their home country has increased the numbers of Sudanese students at university. Migrant experiences, particularly those of English as a second language, can impact negatively on education and learning. Inconsistencies between student scores on assessments and oral abilities in class prompted an exploratory project to identify barriers to success and create appropriate resources for students. The project utilised a multi-method approach to explore the experiences of the Sudanese students (n=22) enrolled at Edith Cowan University in Western Australia. Two quantitative scales examined motivations for learning and English Language Confidence. Interviews or focus groups explored the students' perceptions of their learning and university experiences. The findings indicate that students are extrinsically motivated to study, confident in their language skills but required additional support to improve their written English. The barriers include socio-political factors unique to Sudanese students. Finally recommendations to assist these students are presented.

Driven To Be a Non-Traditional Student: Measurement of the Academic Motivation Scale with Adult Learners After Their Transition to University

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Barriers, support, and resilience of prospective first‐in‐family university students: Australian high school educators' perspective

“…Personal attributes that disadvantaged students have to succeed relate to perseverance, resilience, determination and motivation (Luzeckyj et al, 2017). Motivation, is a large factor in overcoming barriers and studies indicate that despite barriers, intrinsically motivated students are more likely to succeed (Gately et al, 2017; Próspero & Vohra‐Gupta, 2007; Trevino & DeFreitas, 2014). PFiF students frequently perform well academically in high school, indicating they possess both the learning skills and the motivation to succeed at university (Spengen, 2013).…”