Preparing African students with refugee backgrounds for transition
School practices
Bibliographic Data
| ID | 21293948 |
|---|---|
| Authors | Tebeje Molla (0000-0002-6848-3091, Deakin University, corresponding author) |
| Year | 2022 |
| Volume | 66 |
| Issue | 1 |
| Pages | 5-25 |
| Publication date | 2022-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0004-9441 • E-ISSN: 2050-5884 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0004944121997468 |
| OpenAlex | W3135499368 |
| Language | EN |
| Citations received | 8 |
| References cited | 33 |
For young people, the end of secondary school represents a critical transition point. This article aims at understanding how schools support a particular group of disadvantaged students to transition into education, training, or employment. Drawing on a life-course perspective and with refugee-background African students as an empirical focus, this qualitative case study documents career support practices in nine government schools in the State of Victoria. The findings show that schools provide transition opportunities that support African students to envision their post-school educational and career trajectories. The arrangements include career planning, alternative pathways, and employment of community engagement officers. However, there are persisting challenges that impede this group of students from fully benefiting from these arrangements. The main barriers identified here are academic disengagement, doxic aspirations, misconceptions about qualifications, and low self-efficacy. The article also argues that the persistence of these challenges is attributable at least in part to such overlooked factors of engagement as institutional practices, student agency, and home environment
Agency (philosophy) · Disadvantaged · Disengagement theory · Focus group · Government (linguistics) · Pedagogy · Political science · Public relations · Refugee · Social science · Sociology · Transition (genetics) · Education and experiences of immigrants and refugees · Education Systems and Policy · Psychology · Youth Education and Societal Dynamics
Racial moral panic and African youth in Australia
Refugees and school engagement
Effect of empowered learning, use of digital resources, and preparedness for future on mathematics, science, and reading achievement
Educational ‘exchange rates’ in (re)settlement
‘It’s out of my hands’
Creating a supporting environment in schools for students with refugee backgrounds in Australia
Refugee education
Not (yet) ready for the mainstream’ – newly arrived migrant students in a separate educational program
Buddha Is HidingRefugees, Citizenship, the New America
Education as a Lifelong Process
Risk and Resilience
Exercise of personal and collective efficacy in changing societies
African refugee youth in Australia
The Logic of Practice
Life chances, lifestyle and everyday aspirational strategies and tactics
Educational aspirations and experiences of refugee-background African youth in Australia
Niggers no more
Bourdieu, Practice and Change
Educating for Futures in Marginalized Regions
Psychological and biological responses to race-based social stress as pathways to disparities in educational outcomes
African Refugees in Australia
A Matter of "Knowledge in the Blood"? Unperforming Racial and Ethnic Prejudice in Tertiary Educational Spaces in South Africa
Analyzing Inequality
The racialisation of African youth in Australia
Better Late Than Never? Delayed Enrollment in the High School to College Transition
Responsibility for racism in the everyday talk of secondary students
Social Theory and Political Practice
Critical Moments
New Directions in Life Course Research
Choices of Degree or Degrees of Choice? Class, 'Race' and the Higher Education Choice Process
| Citations per year | 1.6 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |