What do we know about how women with forced migration experiences access tertiary education in resettlement contexts? A scoping study

Burke, Rachel; Baker, Sally; Hartley, Lisa; Field, Rebecca Soraya

doi:10.1080/09540253.2022.2147488

Cited by 7 publications

(11 citation statements)

References 32 publications

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“…Thinking about university supports as trauma-informed care could help develop more responsive supports to needs, and these are likely to benefit all students as a result of assumptions being challenged (Stevenson & Baker, 2018 ). We are forced to disrupt ‘business-as-usual’ when we purposefully consider the intersecting needs that students like SfRBs have, resulting from likely past trauma and dislocation, and which are exacerbated by subtle cultural differences, gendered roles and barriers to education (Burke et al, 2022 ), and the impacts of displacement on mental health (Wilson, 2022 ). These include assumptions about familiarity with education systems, attendance of Australian schools, familiarity with English language and formal literacies, and access to digital infrastructure and equipment.…”

Section: Discussionmentioning

confidence: 99%

Developing trauma-informed university supports for refugee background students in Australia: Refocusing through an ethics of care lens

Baker

Naidoo

2023

Aust. Educ. Res.

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The growing literature on access, participation, and success of refugees entering higher education has illustrated the myriad challenges that this cohort faces. Much of this research has rightly focused on the student perspective, exploring the barriers and challenges that impede entry, engagement, and achievement. Relatedly, there is growing attention to the need for trauma-informed support, particularly following the impacts of COVID on learning. This article takes these challenges as a departure point to adjust the gaze on universities and ask what needs to be considered and implemented in order to develop better student supports. We use Tronto’s (2013) notion of ethics of care—examining issues of attentiveness (caring about), responsibility (caring for), competence (caregiving), responsiveness (care receiving), and trust (caring with)—to carefully probe how universities can develop trauma-informed supports that are more caring and nuanced, not only for students from refugee backgrounds but for all students.

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Section: Discussionmentioning

confidence: 99%

Developing trauma-informed university supports for refugee background students in Australia: Refocusing through an ethics of care lens

Baker

Naidoo

2023

Aust. Educ. Res.

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“…Such representations silence and erase refugees, diminish their self-confidence and sense of self-worth, likely making them feel insecure in accessing post-secondary education or achieving life goals. Burke et al (2023), similarly, found that gendered and racialised experiences in resettlement contexts around the world can also impact women's access to education at the tertiary level. For Bajwa et al, a sense of belonging and empowerment should be promoted among refugee women to increase self-esteem, self-worth, resilience and the exercising of agency, to enable them to navigate such racism and discrimination.…”

Section: Literature Review: Gendered Differences In Refugees' Educati...mentioning

confidence: 95%

Refugees' gendered experiences of education in Europe since 2015: A scoping review

Hunt,

Aleghfeli,

McIntyre

et al. 2023

Review of Education

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This scoping review aims to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunities and outcomes. As a response, a scoping review was conducted to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. This review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill the gaps in knowledge about gender‐related post‐migration experiences of refugees and displaced individuals who have arrived in Europe. The review includes studies that focus on educational services for refugees in Europe and uses a meta‐ethnographic synthesis approach to data analysis and synthesis. Using a socio‐ecological framework, it was found that at the individual level, access and progression were shaped by previous educational attainment, health issues, survival tactics and future aspirations; at the micro‐level, by relationships with family, educators and peers; at the meso‐level, by public perceptions of refugee learners and home‐school interactions; and at the macro‐level, by administrative barriers, the asylum system, socio‐economic factors and the tailored opportunities and community support available. The majority of the studies referred to the experiences of women and girls.

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“…The complexity of forced migration is intensified with the addition of the gender issue, where there is also a gap in the literature (Hartley et al, 2019). Burke et al (2022) found that women with forced migration experiences face considerable challenges and facilitators to participating in university education in resettlement environments. Language support, class-based factors, family support, and teaching and learning experiences help post-forced migrants reach higher education.…”

Section: Space-based Gender Experiences: Placing Migrant Studentsmentioning

confidence: 99%

“…At the same time, they highlight the gap in the literature that this article attempts to fill. Burke et al (2022) also argue that further research is needed to describe the many ways in which women struggle with cultural expectations regarding gender identities and the values, norms, and assumptions of tertiary education involvement in resettlement. The literature discusses identity issues, including the "complex process of identity creation" (Shwayli & Barnes, 2018:101), yet in tertiary studies, women are represented as actors trying to cope with exclusion.…”

Section: Space-based Gender Experiences: Placing Migrant Studentsmentioning

confidence: 99%

“…In this regard, the transformative capacity of forced internationalisation of higher education viewed through a gender perspective is still missing. To understand gender and forced migration in higher education, Burke et al (2022) urgently suggest exploring intersectional and structural issues. One of these structural and intersectional factors is religion, as stated above.…”

Section: Space-based Gender Experiences: Placing Migrant Studentsmentioning

confidence: 99%

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Rethinking place-based gender relations in the new country: the case of tertiary level Syrian students in Istanbul

KARAMEŞE

2023

CMS

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This paper analyses the dynamic interactions between space and identity by focusing on Syrian students in Turkey. It specifically asks how their migration experiences differentially affect their place-based identities and relationships. I use an intersectional approach and add dimensions of space, time, and everydayness to capture the relationship between the agents (Syrian youth) and the structure (norms, values, and institutions). Drawing on participant observation and in-depth interviews with 30 men and women Syrian students in Istanbul, I show how Syrian students negotiate interactions in the public space, working life, and gender roles, as well as their sense of freedom in the new context. Nevertheless, the migration process does not create the same results for both genders, and expecting a total transformation is not realistic. Women are more eager to adapt themselves to change when they are compared to men respondents. Space-based organizational culture in the daily life of Istanbul contributes to this main difference. In this regard, with sociological imagination, this article draws attention to the role of geography, which in its essence examines temporality and spatiality, and which has been underestimated in migration studies.

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What do we know about how women with forced migration experiences access tertiary education in resettlement contexts? A scoping study

Cited by 7 publications

References 32 publications

Developing trauma-informed university supports for refugee background students in Australia: Refocusing through an ethics of care lens

Developing trauma-informed university supports for refugee background students in Australia: Refocusing through an ethics of care lens

Refugees' gendered experiences of education in Europe since 2015: A scoping review

Rethinking place-based gender relations in the new country: the case of tertiary level Syrian students in Istanbul

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