When One Door Closes, Another Opens: Community Colleges as Gateways to Higher Education for Refugee Students

Autor/in	Phan, Trang A.
Titel	When One Door Closes, Another Opens: Community Colleges as Gateways to Higher Education for Refugee Students
Quelle	In: Community College Journal of Research and Practice, 42 (2018) 7-8, S.564-568 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2018.1429966
Schlagwörter	Refugees; Community Colleges; Two Year College Students; Peer Teaching; Disadvantaged; Access to Education; Higher Education; Barriers; Technology Uses in Education; Distance Education; Emergency Shelters; Service Learning; Communities of Practice; Teacher Student Relationship; College Faculty + Suchen Sie Ihr Suchwort? Flüchtling; Community college; Community College; Peer group teaching; Peer Group Teaching; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; Notunterkunft; Service-Learning; Community; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät
Abstract	Currently, only 1% of refugees worldwide have access to postsecondary education as compared to global enrollment rates of 34%. In view of this disparity, it is clear that access to education is problematic for refugee youth. Recognizing the challenges associated with the inaccessibility to higher education for refugee youth and the long-term negative impact of this lack of access to individuals and nations, the purpose of this paper is to advocate for the expansion of refugee education initiatives to include community colleges as education gateways for higher education. Toward this end, the paper will include recommendations such as the use of technology, the implementation of peer learning models between host and refugee students, and enhanced cross-cultural training for faculty to improve access to underrepresented, disadvantaged, and underserved students such as refugee youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01