Literaturnachweis - Detailanzeige
Autor/inn/en | Stevenson, Jacqueline; Willott, John |
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Titel | The aspiration and access to higher education of teenage refugees in the UK. |
Quelle | In: Compare, 38 (2007) 5, S. 671-687Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0305-7925; 1469-3623 |
DOI | 10.1080/03057920701582624 |
Schlagwörter | Interview; Bildungsbeteiligung; Bildungsinteresse; Bildungsinformation; Motivation; Englisch als Zweitsprache; Armut; Asyl Suchender; Hochschulbildung; Diskussion; Hilfe; Vereinigung; Benachteiligter Jugendlicher; Ethnische Minderheit; Flüchtling; Jugendlicher; Junger Erwachsener; Großbritannien |
Abstract | Refugee young people are an educationally diverse group. However, unlike groups such as Gypsy/Roma and Travellers, in the UK they do not attract targeted educational funding. In addition, neither the UK integration or refugee educational strategies nor the Higher Education Funding Council for England's strategic plan refer to higher education as a progression route for young refugees, as distinct from other minority ethnic young people. The authors' research with young refugees has shown that many have specific issues affecting their educational achievements, including interrupted education, experience of trauma, concerns about status and English language difficulties. Their findings also show that that despite these multiple disadvantages many view higher education as a route out of poverty and discrimination and are highly aspirational and motivated. They argue that homogenizing the support needs of young refugees along with those of other minority ethnic students is both inappropriate and insufficient and the continued failure to focus on them as a specific widening participation group will perpetuate their continued absence from the UK higher education system. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2008/2 |