African Refugee Youth in Australia: Higher Education Participation

Autor/in	Molla, Tebeje
Titel	African Refugee Youth in Australia: Higher Education Participation
Quelle	In: Higher Education Research and Development, 41 (2022) 2, S.481-495 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Molla, Tebeje)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1849035
Schlagwörter	Foreign Countries; Refugees; Late Adolescents; Young Adults; Higher Education; College Attendance; At Risk Persons; Academic Persistence; Access to Education; Intervention; Educational Policy; Academic Aspiration; Graduation Rate; Equal Education; Africa; Australia; Eritrea; Ethiopia; Liberia; Somalia; South Sudan; Congo; Sierra Leone + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Halbstarker; Young adult; Junger Erwachsener; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Risikogruppe; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Afrika; Australien; Äthiopien; Kongo
Abstract	For refugees, education provides life-changing opportunities, including tools for effective social integration. This study explores higher education (HE) participation among refugee-background African youth in Australia. Drawing on policy review, national HE statistics and population census data, and using theoretical insights from critical sociology and a capability approach to social justice, the article (a) maps trends of HE participation, and (b) sheds light on policy silences and alternatives. The findings show that only one in ten refugee-background African youth (aged 18-30) transitioned to HE within the first five years of their arrival. The group also lagged well behind the general population in terms of undergraduate course completion. In light of these concerns, the article calls for "expanding the educational capabilities" of the refugee youth, specifically highlighting the need for policy recognition, early intervention, and substantive opportunities that can be converted into valued outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01