Beyond Cultural Capital: Understanding the Strengths of New Migrants within Higher Education

Autor/inn/en	Harvey, Andrew; Mallman, Mark
Titel	Beyond Cultural Capital: Understanding the Strengths of New Migrants within Higher Education
Quelle	In: Policy Futures in Education, 17 (2019) 5, S.657-673 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harvey, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210318822180
Schlagwörter	Cultural Capital; Migrants; Higher Education; College Students; Foreign Countries; Refugees; Barriers; Equal Education; Student Diversity; Critical Theory; Race; Family Influence; Language Skills; Disproportionate Representation; Academic Achievement; Australia + Suchen Sie Ihr Suchwort? Migrantin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Ausland; Flüchtling; Kritische Theorie; Rasse; Abstammung; Language skill; Sprachkompetenz; Schulleistung; Australien
Abstract	This paper explores the experiences of new migrants in Australian higher education, based on interviews conducted across two regional university campuses in 2017. New migrants, particularly from refugee backgrounds, often have limited university access and face specific challenges throughout and beyond their university experiences. Under-representation has led to a focus on what new migrants lack, in particular their putative paucity of cultural capital required to navigate and succeed in higher education. It is institutions, however, which frequently lack the willingness or capacity to recognise various strengths and forms of capital possessed by ethnically diverse students. Adopting a critical race theory lens enables identification of those forms of student capital, along with the barriers that may prevent capital from being widely recognised within the academy and/or being fully realised for students in their navigation of work, study, and life. Specifically, this article examines the value of resistant, familial and linguistic capital. New migrant students face specific challenges when their cultural strengths meet institutional and broader structural barriers. It is critical for institutions that the diverse and complex perspectives of under-represented students be harnessed to increase the quality of learning for all students. Compositional diversity on campus is necessary but insufficient to promote deep learning and a positive student experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01