What Do We Know about How Women with Forced Migration Experiences Access Tertiary Education in Resettlement Contexts? A Scoping Study

Autor/inn/en	Burke, Rachel; Baker, Sally; Hartley, Lisa; Field, Rebecca Soraya
Titel	What Do We Know about How Women with Forced Migration Experiences Access Tertiary Education in Resettlement Contexts? A Scoping Study
Quelle	In: Gender and Education, 35 (2023) 3, S.215-233 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burke, Rachel) ORCID (Baker, Sally) ORCID (Hartley, Lisa) ORCID (Field, Rebecca Soraya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2022.2147488
Schlagwörter	Females; Immigrants; Refugees; Gender Differences; Land Settlement; Access to Education; Higher Education; Educational Experience; Second Language Learning; Cultural Differences; Socioeconomic Status; Barriers; Research Reports; Caregivers; Sex Role; Disadvantaged; Prior Learning; Educational Background; Educational Practices; Organizational Culture + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Immigrant; Immigrantin; Immigranten; Flüchtling; Geschlechterkonflikt; Siedlungsraum; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungserfahrung; Zweitsprachenerwerb; Kultureller Unterschied; Socio-economic status; Sozioökonomischer Status; Research report; Forschungsbericht; Caregiver; Carer; Betreuungsperson; Pfleger; Geschlechterrolle; Vorkenntnisse; Vorbildung; Bildungspraxis; Unternehmenskultur
Abstract	There has been a growth of scholarly interest in the experiences of people with refugee and asylum seeker backgrounds as they seek to access tertiary education in resettlement. While gender is frequently identified as a key factor that impacts equitable participation in tertiary studies, the educational challenges for women with forced migration experiences (WFME) are often incidentally identified, rather than a targeted focus of inquiry. Here, we map the scholarly literature that explicitly focuses on the tertiary educational experiences of WFME, using a scoping study methodology (Arksey and O'Malley 2005) to explore current understandings and suggest future research directions. In analysing WFME-focused literature spanning the last ten years, we consider what is known about the barriers and facilitators to engagement, and the ways in which gendered experiences intersect with issues of language, culture, and socioeconomic and visa status to create particular constellations of gendered disadvantage that are specific to WFME. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01