Academic experiences of war-zone students in Canada

Stermac, Lana; Elgie, Susan; Clarke, Allyson; Dunlap, Hester

doi:10.1080/13676261.2011.643235

Cited by 13 publications

(21 citation statements)

References 21 publications

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“…28,32,37 One large US study found a positive association between parental education and secondary school outcomes. 35 However, 2 similar-sized Canadian studies found parental proficiency in the host country language to be more important than parental education per se. 30,40 These Canadian studies also found no association between household income and secondary school outcomes, suggesting that education was prioritized regardless of the family's socioeconomic status.…”

Section: Depressionmentioning

confidence: 99%

Section: Individual Child and Home Environmentmentioning

confidence: 99%

“…10,35 However, female academic advantage among refugee youth was less pronounced than among their nonrefugee peers and was limited to language subjects only. 10,35 A Canadian study of 91 refugee youth from 9 countries found that younger age at migration, greater length of time since resettlement, and urban residence were associated with better secondary school outcomes. 40 This study found no association between self-reported English language proficiency and secondary school outcomes, 40 despite Sudanese youth reporting English language difficulties as a common barrier to success.…”

Section: Individual Child and Home Environmentmentioning

confidence: 99%

“…Six studies from North America and Europe reporting on 1197 refugee-background youth from SubSaharan and North Africa, Eastern Europe, Middle East, Asia, and Latin America found they had similar educational outcomes to their peers, including similar rates of high school completion (although often at an older age). 10,18,30,33,35,40 One study of 19 unaccompanied minors who migrated to the United States from Sudan reported superior performance to peers, with 100% high school completion and 79% progression to college. 28 Conversely, a study involving 102 youth who migrated from North Korea to South Korea reported lower academic performance relative to native-born peers.…”

Section: Educational Outcomesmentioning

confidence: 99%

“…Eight studies reported educational out comes for refugee children, all at secondary school level 10,18,23,28,30,33,35,40 (Table 4). Six studies from North America and Europe reporting on 1197 refugee-background youth from SubSaharan and North Africa, Eastern Europe, Middle East, Asia, and Latin America found they had similar educational outcomes to their peers, including similar rates of high school completion (although often at an older age).…”

Section: Educational Outcomesmentioning

confidence: 99%

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Learning Problems in Children of Refugee Background: A Systematic Review

2016

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CONTEXT: Learning problems are common, affecting up to 1 in 10 children. Refugee children may have cumulative risk for educational disadvantage, but there is limited information on learning in this population. OBJECTIVE:To review the evidence on educational outcomes and learning problems in refugee children and to describe their major risk and resource factors. RESULTS:Thirty-four studies were included. Refugee youth had similar secondary school outcomes to their native-born peers; there were no data on preschool or primary school outcomes. There were limited prevalence data on learning problems, with single studies informing most estimates and no studies examining specific language disorders or autism spectrum disorders. Major risk factors for learning problems included parental misunderstandings about educational styles and expectations, teacher stereotyping and low expectations, bullying and racial discrimination, premigration and postmigration trauma, and forced detention. Major resource factors for success included high academic and life ambition, "gift-and-sacrifice" motivational narratives, parental involvement in education, family cohesion and supportive home environment, accurate educational assessment and grade placement, teacher understanding of linguistic and cultural heritage, culturally appropriate school transition, supportive peer relationships, and successful acculturation. LIMITATIONS:Studies are not generalizable to other cohorts. CONCLUSIONS:This review provides a summary of published prevalence estimates for learning problems in resettled refugee children, highlights key risk and resource factors, and identifies gaps in research.

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Section: Depressionmentioning

confidence: 99%

Section: Individual Child and Home Environmentmentioning

confidence: 99%