Career choices: Linguistic and educational socialization of Sudanese-background high-school students in Australia

Learning Problems in Children of Refugee Background: A Systematic Review

“…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. 13,19,36 Three studies reported ethnic differences in educational outcomes. 30,31,40 A Canadian study of 156 refugee children in primary school found that children from Central America had more severe learning difficulties reported by teachers than their peers from Cambodia and Vietnam, despite similar objective academic outcomes.…”

“…40 Six studies reported that Sudanesebackground refugee youth generally had high academic aspirations and life ambition and that this was an effective motivation for success. 13,19,28,32,36,37 Indeed, their desires to advance their education, support relatives and 8 friends left behind, and help rebuild their country were major motivators for migration and life. 19,28,32,37 Seven studies examined parental involvement in the education of refugee children.…”

“…13,19,28,32,36,37 Indeed, their desires to advance their education, support relatives and 8 friends left behind, and help rebuild their country were major motivators for migration and life. 19,28,32,37 Seven studies examined parental involvement in the education of refugee children. 9,11,12,28,31,32,37 Parental support for education was identified as a protective factor for refugee adolescents.…”

“…Low teacher expectations of refugeebackground children were reported to be common in both primary and 9 13,19,36 High academic aspirations and life ambition 13,19,28,32,36,37 Financial stress 28 Parental involvement in education 11,12,28 Parental misunderstandings about educational styles and expectations 9,11,12,31 "Gift-and-sacrifi ce" motivational narratives 28,32,37 Parental education 35 (or no association 30,40 ) Parental profi ciency in the host country language 30,40 Family cohesion, supportive home environment. 6,24,30 Parental physical and mental health 40 (or no association 30 ) School environment…”

“…Teacher ignorance of linguistic heritage 11,38 Accurate educational assessment and grade placement 11,13,28,31,32,[36][37][38]40 Low teacher expectations 28,31,37,38 Teacher understanding of cultural heritage 11,38 Cultural stereotyping by teachers 28,31,32,37,38 and peers 6,11,28,37 Teachers who believed in child 11,28,37 Lack of friends 28,37 Culturally appropriate transition program 26,27,38 Bullying and racial abuse 6,9,11,19,28,32,37 Supportive peer relationships 6, 11, 13, 28, 37 Migration and trauma experience Past experience of trauma, 15,[20][21][22] particularly abandonment trauma 21 and bullying victimization 22 Past experience of trauma …”