Post-Secondary Educational Experiences in the Acculturation of Resettled Refugees in the United States
A global refugee crisis necessitates an understanding of policy making governing the resettlement of refugees in the United States. Resettling more refugees than all other countries combined, the United States emphasizes rapid employment over post-secondary education for adult resettled refugees in order to compel their self-sufficiency. However,self-sufficiency does not fully address the manifold aspects that account for a refugee‘s adaptation and adjustment to living in the United States. The resources that they need to become self-sufficient, such as post-secondary education, are difficult to obtain due to immediate employment needs, language barriers, transportation needs, lack of childcare,or lack of social and cultural capital. Using the lens of acculturation theory, this phenomenological study explored the value and influence of post-secondary education in the lives of seven first generation adult refugees living in the Tampa Bay region of Florida. In-depth, semi-structured, one-on-one interviews with resettled refugee participants were conducted to explore the educational experiences of resettled refugees and participant attitudes and beliefs about the importance of education in their process of acculturation. Implications for resettlement and educational policy are discussed.
Refugees living in camp environments and refugees who eventually resettle to a new country after life in refugee camps often have difficult accessing higher education opportunities. Lack of identification, citizenship, and the economic means to attain an education kept many potential refugee students out of post-secondary education. Increasing unrest in refugee camps as well as the need for resettled refugees to find employment in order to create a sustainable living demonstrates the need for education for this vulnerable population. Australian Catholic University offers online post secondary education to refugees living in camps along the Thai-Burmese border. The Open University offers online post secondary education to resettled refugees living in the United Kingdom. Both programs provide lessons learned for institutions considering refugee higher education programs in camp settings or upon resettlement.Recommendations are provided.
Provides tools and tricks in effectively teaching refugee students.
This interactive website aims to provide an on and offline space to support the hardcopy Camp Management Toolkit. Here you will find tools and references cited for each chapter of the 2013 - 2014 edition. New tools and references will be made available periodically and you can submit your own tools and best practice to share with others. It will remain a fluid collection of documents and tools, to be updated as required, based on the evolution of camp management practices, innovations in CCCM field operations and new global-level standards.
This paper presents and discusses the key findings from a study that considered significant issues that affect refugees and asylum‐seekers, and explored beneficial counselling approaches relevant to this group. In‐depth narrative interviews were conducted with three counsellors and three specialist children’s support advisors. Data were analysed using the methods of comparative analysis and theme mapping from a grounded theory approach. The key findings reveal that counsellors do not work from a particular approach but adapt a variety of therapeutic methods to the needs of the child. In addition, they focus on the therapeutic relationship; take into account lack of safety and loss of home, traumatic experiences and impacts, and resilience of the child; stress that both short‐term and long‐term therapy is beneficial; and show a concern over lack of specialised training for counsellors and obstacles to accessing counselling.
Helping members of your community who have been through a traumatic experience can be very rewarding, but it can also take a toll on you bother personally and professionally....The following are some ways to make sure you're taking care of yourself so you can continue to take care of others.
When traumatic events occur in the home countries of their international students, international student advisers on U.S. campuses spring into action. While there is nothing they can do about the events abroad - political upheavals, natural disasters, wars, and other tragedies - there is a lot they can do to ease the anxieties of students far from their homes. These international students are in need of advisers' support because they might be unable to reach their families and may quickly face the stresses of health, financial, and legal issues.
College preparation programs help refugee youth to develop the skills, knowledge, confidence, and aspirations they need to enroll in higher education. (1) It is important for refugee youth to understand the role of completing high school and continuing post-secondary education in order to increase self sufficiency, improve employment prospects and raise income potential. Completion of some college, even one semester at a community college, consistently leads to higher average lifetime earnings. (2)
The Cultural Orientation Resource Center has developed a variety of tools that trainers can use throughout the process of designing and delivering refugee orientation. This link includes 16 materials to help trainers, including "Refugee Training and Orientation: A Workbook for Trainers", "Soothing Tensions", and "The U-Curve of Cultural Adjustment".
The Cultural Orientation Resource Center has developed a wide variety of orientation materials for use with refugees, including the Welcome to the United States: A Guidebook for Refugees and DVD (or Welcome Set), Making Your Way: An R&P Orientation Curriculum, online videos, lesson plans, tools for trainers (such as icebreakers), and so forth. The COR Center's numerous overseas and domestic partners in the U.S. resettlement program have also shared many of their lesson plans and presentations for use with refugees.