Educational Access for Adult Refugees in the United States: Countering a Deficit Approach

• In Event: Politics and Praxis of Immigrant Education

Abstract

This paper shares research critiquing the complexities of meeting adult refugees’ diverse educational needs and the resulting social justice issues related to educational opportunities, including access. This qualitative case study describes constraints and affordances with respect to social justice issues concerning education for refugees, including: (1) availability of educational activities; (2) access to existing activities; and (3) activities’ potential to meet the needs of refugees. Findings indicate that refugees have many motivations for attending ESL, adult literacy, and higher education programs, yet they faced serious obstacles with respect to accessing those programs – some common to other types of adult learners, some unique to refugee populations. Additionally, we outline important considerations for accommodating refugees in post-secondary educational offerings.

Authors

• Kristen H. Perry, University of Kentucky

• Jana Bouwma-Gearhart, Oregon State University

• Nancye E. Mccrary, University of Kentucky

• Christine Ann Mallozzi, University of Kentucky