Preparing African Students with Refugee Backgrounds for Transition: School Practices

Autor/in	Molla, Tebeje
Titel	Preparing African Students with Refugee Backgrounds for Transition: School Practices
Quelle	In: Australian Journal of Education, 66 (2022) 1, S.5-25 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Molla, Tebeje)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944121997468
Schlagwörter	Refugees; Student Needs; Secondary School Students; Transitional Programs; Foreign Countries; College Readiness; Career Readiness; Barriers; Learner Engagement; Aspiration; Misconceptions; Self Efficacy; Career Planning; Partnerships in Education; At Risk Students; Australia; Africa + Suchen Sie Ihr Suchwort? Flüchtling; Sekundarschüler; Ausland; Streben; Missverständnis; Self-efficacy; Selbstwirksamkeit; Karriereplanung; Hochschulpartnerschaft; Australien; Afrika
Abstract	For young people, the end of secondary school represents a critical transition point. This article aims at understanding how schools support a particular group of disadvantaged students to transition into education, training, or employment. Drawing on a life-course perspective and with refugee-background African students as an empirical focus, this qualitative case study documents career support practices in nine government schools in the State of Victoria. The findings show that schools provide "transition opportunities" that support African students to envision their post-school educational and career trajectories. The arrangements include career planning, alternative pathways, and employment of community engagement officers. However, there are "persisting challenges" that impede this group of students from fully benefiting from these arrangements. The main barriers identified here are academic disengagement, doxic aspirations, misconceptions about qualifications, and low self-efficacy. The article also argues that the persistence of these challenges is attributable at least in part to such overlooked factors of engagement as institutional practices, student agency, and home environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01