A Qualitative Exploration of the Tertiary Education Experiences of Refugee and Asylum Seekers in Australia

Autor/inn/en	Sheikh, Mehak; Koc, Yasin; Anderson, Joel R.
Titel	A Qualitative Exploration of the Tertiary Education Experiences of Refugee and Asylum Seekers in Australia
Quelle	In: Journal of Education for Students Placed at Risk, 24 (2019) 4, S.346-368 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koc, Yasin) ORCID (Anderson, Joel R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2019.1657867
Schlagwörter	Educational Experience; Refugees; Well Being; Land Settlement; Acculturation; Higher Education; Access to Education; Foreign Countries; Barriers; Educational Finance; Educational Attainment; College Students; Student Attitudes; Public Policy; Australia + Suchen Sie Ihr Suchwort? Bildungserfahrung; Flüchtling; Well-being; Wellness; Wohlbefinden; Siedlungsraum; Akkulturation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Bildungsfonds; Bildungsabschluss; Bildungsgut; Collegestudent; Schülerverhalten; Öffentliche Ordnung; Australien
Abstract	The world currently has the highest documented level of displaced people in recorded history. This includes a large number of individuals who are spending their youth as asylum seekers or refugees, which often impedes their access to and engagement with educational pursuits. Given that education has been shown to be a fundamental factor to facilitative resettlement and acculturation for newly-arrived refugee families and individuals, continued research attempting to understand the barriers to accessing education is warranted. This study qualitatively examines the educational experiences (with a focus on access to education) of 10 refugee and asylum-seeking students in Australian tertiary education using thematic analysis on semi-structured interview data. Six themes were identified from the interviews as barriers to or facilitators in accessing education. These are: relationships, emotional well-being, logistics, knowledge, instability, and financial hardship. The findings from this study add to a limited empirical knowledge base on this topic, and improve our understanding of the experiences of accessing education for students with refugee backgrounds. This is discussed in relation to its implications for institutes and policy makers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01