Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature
Document Type
Article
Publication Date
2021
Keywords
acculturation, human rights, refugees, segmented assimilation
Digital Object Identifier (DOI)
https://doi.org/10.3102/00346543075003329
Abstract
Since 1975, the United States has resettled more than 2 million refugees, with approximately half arriving as children. Refugee children have traumatic experiences that can hinder their learning. The United Nations has specified in conventions, and researchers have concurred, that education is essential for refugee children’s psychosocial adjustment. However, government officials, public opinion, and researchers have often differed about what is best for refugees’ healthy acculturation. On the basis of a large-scale longitudinal study of the children of immigrants and refugees, Portes and Zhou (1993) suggested the theory of segmented assimilation, which accounts for diverse entry situations and receptions of immigrant and refugee populations. This review uses their theory to consider the needs and obstacles to education for refugees, and interventions for success.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Review of Educational Research, v. 75, issue 3, p. 329-364
Scholar Commons Citation
McBrien, J. Lynn, "Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature" (2021). School of Interdisciplinary Global Studies Sarasota Manatee Campus Faculty Publications. 28.
https://digitalcommons.usf.edu/sigs_facpub_sm/28
