Title

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

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.

Digital Object Identifier (DOI)

https://doi.org/10.3102/00346543075003329

Citation / Publisher Attribution

Review of Educational Research, v. 75, issue 3, p. 329-364

Was this content written or created while at USF?

Yes

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