Access to Higher Education in the United States for Adult Burmese Immigrants

Autor/in	Htay, Swe Swe
Titel	Access to Higher Education in the United States for Adult Burmese Immigrants
Quelle	(2023), (114 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Fairleigh Dickinson University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-8915-1
Schlagwörter	Hochschulschrift; Dissertation; Barriers; Cultural Capital; Immigrants; Access to Education; Higher Education; College Applicants; College Admission; Foreign Countries; Case Studies; Web Sites; Institutional Characteristics; Networks; Prior Learning; Knowledge Level; Parent Aspiration; Employment Opportunities; Burma; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Immigrant; Immigrantin; Immigranten; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; College applications; Studienbewerber; Hochschulzugang; Hochschulzulassung; Zulassung; Ausland; Case study; Fallstudie; Case Study; Web-Design; Vorkenntnisse; Wissensbasis; Elternwille; Berufschance; Beschäftigungschance; USA
Abstract	This qualitative multiple-case study uses the conceptual framework of Bourdieu's cultural capital theory. The purpose of this study is to examine the experiences of adult Burmese immigrants (ABIs) in applying to colleges and universities in the U.S. The scope of this study does not include international students. The study sample consisted of nine (9) participants, and the study utilized semi-structured interviews via Zoom as the data collection instrument. The analysis involved within-case study analysis (i.e., to identify themes and patterns within a single case) and cross-case analysis (i.e., to examine the theme or pattern across two or multiple case studies). The findings suggested the following: 1. The ABIs encountered multiple barriers when they applied to U.S. colleges and universities, primarily during the application process. 2. Despite facing challenges in accessing and participating in American higher education, the ABIs overcame many of these obstacles because there are factors that promote college access. These factors include gaining support from the host country (i.e., availability of admission information on the U.S. college websites, affordability, and proximity; and receiving administrative support from the U.S. higher education professionals), receiving guidance and logistical support from the ABIs' network of friends and family, having prior knowledge and experiences in the U. S. higher education system, and having the motivation to pursue higher education in response to family expectation and/or career prospects. 3. The experiences of the ABIs in this study gave insight into only some of the potential issues accessing higher education in the U. S. for this population. Therefore, further research is necessary to capture the full range of experiences of the ABIs in accessing higher education in the U. S. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01