Reframing Higher Education for Refugees: Pathways, Policies, and Community Cultural Wealth.
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| Title: | Reframing Higher Education for Refugees: Pathways, Policies, and Community Cultural Wealth. |
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| Authors: | Casellas Connors, Ishara (AUTHOR), Evans, Kerri (AUTHOR), Unangst, Lisa (AUTHOR), Chunga-Pizarro, Sofia (AUTHOR) |
| Source: | Journal of Higher Education. 2026, Vol. 97 Issue 3, p546-570. 25p. |
| Subjects: | Refugees, Higher education, Cultural capital, Educational equalization, Social mobility, Neoliberalism, Forced migration, Reforms |
| Geographic Terms: | United States |
| Abstract: | Postsecondary education for refugees has gained traction, notably through the UN Refugee Agency's "15 by 30" initiative aimed at achieving 15% refugee enrollment in postsecondary education by 2030. The study explores the neoliberal framework guiding US resettlement policies, which emphasize rapid employment and often limit refugees to low-skilled, low-wage jobs, thereby undervaluing their educational aspirations and potential contributions. It highlights the pivotal role of resettlement agencies in shaping refugees' access to higher education, influencing their information and resource accessibility. The study employs the Community Cultural Wealth (CCW) framework to redefine refugees as resource-rich individuals navigating structural barriers rather than passive recipients of aid. Drawing on empirical data from focus groups conducted with a resettlement agency in the Maryland, Virginia, and Washington D.C. area, complemented by survey data, this mixed-methods study underscores refugees' agency and resilience in pursuing postsecondary education. It contributes theoretically by challenging deficit-oriented perspectives and advocating for policy shifts that foster educational equity and social mobility among displaced populations. The findings aim to inform scholarly discourse and policy reform efforts, positioning higher education as a crucial pathway for refugee integration and empowerment in the US and central to the global agenda for refugee access to higher education. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Postsecondary education for refugees has gained traction, notably through the UN Refugee Agency's "15 by 30" initiative aimed at achieving 15% refugee enrollment in postsecondary education by 2030. The study explores the neoliberal framework guiding US resettlement policies, which emphasize rapid employment and often limit refugees to low-skilled, low-wage jobs, thereby undervaluing their educational aspirations and potential contributions. It highlights the pivotal role of resettlement agencies in shaping refugees' access to higher education, influencing their information and resource accessibility. The study employs the Community Cultural Wealth (CCW) framework to redefine refugees as resource-rich individuals navigating structural barriers rather than passive recipients of aid. Drawing on empirical data from focus groups conducted with a resettlement agency in the Maryland, Virginia, and Washington D.C. area, complemented by survey data, this mixed-methods study underscores refugees' agency and resilience in pursuing postsecondary education. It contributes theoretically by challenging deficit-oriented perspectives and advocating for policy shifts that foster educational equity and social mobility among displaced populations. The findings aim to inform scholarly discourse and policy reform efforts, positioning higher education as a crucial pathway for refugee integration and empowerment in the US and central to the global agenda for refugee access to higher education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00221546 |
| DOI: | 10.1080/00221546.2025.2463856 |
