Refugees, Higher Education, and Informational Barriers

Bajwa, Jaswant Kaur; Couto, Sidonia; Kidd, Sean A.; Markoulakis, Roula; Abai, Mulugeta; McKenzie, Kwame

doi:10.7202/1043063ar

Cited by 49 publications

(56 citation statements)

References 9 publications

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“…Complex socioeconomic and structural disadvantages encumber and can even preclude the educational trajectories of adult refugees seeking to pursue a formal postsecondary degree. In addition to common factors, such as post-traumatic stress, financial hardship, and disrupted education, persons with refugee backgrounds in the United States often face numerous other challenges in their resettlement and adjustment processes, which complicate the pathways to educational attainment and subsequent occupational mobility (Bajwa et al 2017;Lenette 2016;Earnest, Joyce, de Mori, and Silvagni 2010). Given the lack of financial aid through the US government and slim financial support through higher education institutions, simply affording the tuition cost of a college degree is daunting (Gittleson and Usher 2017).…”

Section: Barriers To Higher Educationmentioning

confidence: 99%

Representations of Higher Education Among Adult Refugees in the US

Kruczek¹

2019

JCIHE

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Section: Barriers To Higher Educationmentioning

confidence: 99%

Representations of Higher Education Among Adult Refugees in the US

Kruczek¹

2019

JCIHE

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“…Barriers to success, such as a shortage of classes and qualified ESOL teachers, a lack of English learning for professional purposes, and funding are highlighted. Bajwa, et al's (2017) qualitative study is an attempt to explore the various educational barriers that face refugees who are interested in obtaining a higher degree in Canada. These include evaluating credentials, funding, and accessing online resources.…”

Section: Review Of Literaturementioning

confidence: 99%

An Empowerment Tool for Teaching English Effectively to Refugees: A Case Study of Syrian Adult Refugees in the UK

Alhussain¹

2018

IJEL

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There is a growing demand today to fill the gap in the literature with studies that focus on teaching English to adult refugees who are illiterate or have had interrupted education and no English proficiency. This group has been ignored because ESOL courses are not designed to serve their needs, namely, to be self-reliant and socially integrated. This paper shares my personal experience with six Syrian adult refugees, 2 females and 4 males ranging in age from 26 to 52, with either interrupted elementary education or illiteracy. They had no English language proficiency and could neither speak nor understand English at all. Their first language was Arabic. The rote learning approach was used as an empowerment tool to teach self-reliance in speaking and listening when dealing with these participants’ priority themes. The approach is based on memorization using both repetition and recall. Their remarks of progress towards self-reliance varied due to age and motivational factors. Four participants moved from A0 level to A1+, while the other two reached A2 level. Gaining self-reliance helped them to socially integrate, find a job, and gain greater self-confidence. Results of the study might be useful to teachers who are involved in teaching English to refugees as volunteers and to refugees’ organizations to shift from relying totally on interpretation to rote learning when specifically dealing with this group of refugees.

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“…Exposure to interpersonal traumatic events, including torture, is associated with avoidant tendencies and distrust [9]. Refugees who suffer torture and war often are apprehensive about confidentiality and generally distrust organizations and governments [10].…”

Section: Unique Challenges When Involving Refugees In Research Grant mentioning

confidence: 99%

“…It is advantageous to find key members of the community to connect the team to obtain the right data. Acknowledge and show respect for the refugees' efforts and time with honorariums, assisting with child care, and reimbursing travel when appropriate [10]. Critically reflect on the project regularly, to assist the team and allow the project to grow from the relationship and effort.…”

Section: Recommendations To Strengthen Research Partnerships With Refmentioning

confidence: 99%

Untitled

2018

JNH

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Background: Over the last decade, Canada's demographics and ethnic makeup have undergone significant changes with an influx of refugees from many different countries.Problem: There is a need to improve resources and access to health care services to adequately meet the health needs of refugees.Approach: Patient-Orientated Research is required to enhance all stakeholders' understanding the health status and healthcare needs of refugees and immigrants who have resettled in Canada.Outcome: This article reflects our experience using methods to engage refugees as partners on our research team.We learned about the sensitivities, ideas, emotions and life experiences of the refugee community and how that intersect with patient-oriented research methods. Conclusion:Researchers must be mindful and show respect, empathy, and acceptance to create a culturally appropriate and safe environment in research.

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Refugees, Higher Education, and Informational Barriers

Cited by 49 publications

References 9 publications

Representations of Higher Education Among Adult Refugees in the US

Representations of Higher Education Among Adult Refugees in the US

An Empowerment Tool for Teaching English Effectively to Refugees: A Case Study of Syrian Adult Refugees in the UK

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