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What Do We Know about How Women with Forced Migration Experiences Access Tertiary Education in Resettlement Contexts? A Scoping Study

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Title: What Do We Know about How Women with Forced Migration Experiences Access Tertiary Education in Resettlement Contexts? A Scoping Study
Language: English
Authors: Burke, Rachel (ORCID 0000-0002-6753-4416), Baker, Sally (ORCID 0000-0001-9143-5816), Hartley, Lisa (ORCID 0000-0002-1812-1279), Field, Rebecca Soraya (ORCID 0000-0003-0223-3361)
Source: Gender and Education. 2023 35(3):215-233.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2023
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Females, Immigrants, Refugees, Gender Differences, Land Settlement, Access to Education, Higher Education, Educational Experience, Second Language Learning, Cultural Differences, Socioeconomic Status, Barriers, Research Reports, Caregivers, Sex Role, Disadvantaged, Prior Learning, Educational Background, Educational Practices, Organizational Culture
DOI: 10.1080/09540253.2022.2147488
ISSN: 0954-0253
1360-0516
Abstract: There has been a growth of scholarly interest in the experiences of people with refugee and asylum seeker backgrounds as they seek to access tertiary education in resettlement. While gender is frequently identified as a key factor that impacts equitable participation in tertiary studies, the educational challenges for women with forced migration experiences (WFME) are often incidentally identified, rather than a targeted focus of inquiry. Here, we map the scholarly literature that explicitly focuses on the tertiary educational experiences of WFME, using a scoping study methodology (Arksey and O'Malley 2005) to explore current understandings and suggest future research directions. In analysing WFME-focused literature spanning the last ten years, we consider what is known about the barriers and facilitators to engagement, and the ways in which gendered experiences intersect with issues of language, culture, and socioeconomic and visa status to create particular constellations of gendered disadvantage that are specific to WFME.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1380486
Database: ERIC
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  Value: <anid>AN0162238462;gae01apr.23;2023Mar08.04:43;v2.2.500</anid> <title id="AN0162238462-1">What do we know about how women with forced migration experiences access tertiary education in resettlement contexts? A scoping study </title> <p>There has been a growth of scholarly interest in the experiences of people with refugee and asylum seeker backgrounds as they seek to access tertiary education in resettlement. While gender is frequently identified as a key factor that impacts equitable participation in tertiary studies, the educational challenges for women with forced migration experiences (WFME) are often incidentally identified, rather than a targeted focus of inquiry. Here, we map the scholarly literature that explicitly focuses on the tertiary educational experiences of WFME, using a scoping study methodology (Arksey and O'Malley 2005) to explore current understandings and suggest future research directions. In analysing WFME-focused literature spanning the last ten years, we consider what is known about the barriers and facilitators to engagement, and the ways in which gendered experiences intersect with issues of language, culture, and socioeconomic and visa status to create particular constellations of gendered disadvantage that are specific to WFME.</p> <p>Keywords: Women; refugee; asylum seeker; resettlement; higher education</p> <hd id="AN0162238462-2">Introduction</hd> <p>Arguments for the role of education in offering hope and opportunities for people with forced migration backgrounds, who often experience profound educational disadvantage because of protracted displacement, are well-established (United Nations High Commissioner for Refugees (UNHCR) [<reflink idref="bib48" id="ref1">48</reflink>]). In resettlement countries, education is considered a key marker and means of integration (Ager and Strang [<reflink idref="bib1" id="ref2">1</reflink>]), and the literature attests to growth in scholarly interest in the educational experiences of school-age children (for example, Priyadharshini and Watson [<reflink idref="bib37" id="ref3">37</reflink>]), and of adults in language (Hatoss [<reflink idref="bib23" id="ref4">23</reflink>]; Choi and Najar [<reflink idref="bib12" id="ref5">12</reflink>]), technical, and further education (Entigar [<reflink idref="bib14" id="ref6">14</reflink>]; Perry and Mallozzi [<reflink idref="bib34" id="ref7">34</reflink>]), and higher education (Harris, Spark, and Watts [<reflink idref="bib18" id="ref8">18</reflink>]; Jack, Chase, and Warwick [<reflink idref="bib29" id="ref9">29</reflink>]). For adults in particular, the barriers to studying are considerable, with challenges relating to language proficiency, educational disruption, financial circumstances, paid employment. and care-related responsibilities impacting access and participation in tertiary education (Hartley et al. [<reflink idref="bib20" id="ref10">20</reflink>]; Burke [<reflink idref="bib10" id="ref11">10</reflink>]). Recent years of advocacy and scholarship have increased awareness regarding the need for institution-wide engagement with these complex and interconnected factors, with universities and other tertiary institutions increasingly providing financial, academic, social, and professional supports for students with forced migration experiences, in consultation with community and advocacy groups (Hartley et al. [<reflink idref="bib22" id="ref12">22</reflink>]).</p> <p>However, while this body of work is helping to develop a critical account of the facilitators and barriers experienced, leading to more nuanced good-practice recommendations and policy advocacy, there is a notable omission of issues of gendered disadvantage for women with forced migration experience (WFME). This lack of scholarly attention to gender exists despite clear evidence that women are less likely to have engaged in education before arriving in a resettlement context. In their analysis of refugees who arrived in Australia between 2013 and 2016, Smart et al. ([<reflink idref="bib43" id="ref13">43</reflink>]) found that women were more likely than men to have had no formal education (19.3% compared with 11.7%) and had lower levels of engagement in all educational durations and sectors (six or fewer years to university degree), except for the category '7–9 years'. As educational practitioners, we could share our observations and ideas about why this is the case, with childcare and cultural conventions two obvious factors, however we note a critical absence of attention to the educational desires, needs, and experiences of WFME in the literature. In this article, we are intentionally not focusing on the issues of girls who arrive in resettlement countries and attend school, although we note that many of the cultural aspects are likely to be of significance to this cohort too. Rather, this article aims to add to what we know about education for WFME through a robust engagement with the extant literature that has attended to the experiences of adult women from refugee and/or asylum seeking backgrounds in tertiary education.</p> <p>In this article, we offer a scoping study of the international academic literature that has addressed the educational experiences of women with forced migration experiences (WFME), seeking to identify what has been written about the key barriers and facilitators to participation in tertiary education for this cohort. Our engagement with the literature is informed by our understanding of 'gender' as 'a constituted social temporality' (Butler [<reflink idref="bib8" id="ref14">8</reflink>], 520) that is neither fixed nor universal. In line with Butler's ([<reflink idref="bib9" id="ref15">9</reflink>]) assertion that 'woman itself is a term in process, a becoming, a constructing that cannot rightfully be said to originate or to end' (<reflink idref="bib33" id="ref16">33</reflink>), we consider what the research suggests about how the diversity and fluidity of gender norms across cultural and social contexts may impact how WFME access and participate in tertiary education in resettlement. At the same time, we note, as evident in much of the existing literature on WFME, that the dynamism and fluidity of gendered understandings renders it impossible to draw singular and definitive conclusions about all women in this population. We therefore embrace intersectional understandings of gender (Crenshaw [<reflink idref="bib13" id="ref17">13</reflink>]), as detailed further in the methodology section. Importantly, while our study focuses on people who identify as women, we also note the need for greater research regarding gender as an intersecting factor that impacts educational participation of agender, men, non-binary, and transgender people with refugee and asylum seeker experiences.</p> <hd id="AN0162238462-3">Context</hd> <p></p> <hd id="AN0162238462-4">Access to education in pre-migration and transit contexts</hd> <p>Globally, gender is a key determinant of educational access at all levels of learning. Conflict, gender-based violence, poverty, and early marriage and pregnancy are identified as common and often interrelated factors that prevent many girls and women from accessing education in their countries of origin (UNESCO [<reflink idref="bib45" id="ref18">45</reflink>]). In 2019, UNESCO estimated that of the 12 million children who would never receive formal schooling, 9 million were girls. Further, only 49% of the world's countries have achieved gender parity regarding access to primary education, with this percentage dropping to 42% for lower secondary, and 24% for upper secondary education (UNICEF [<reflink idref="bib50" id="ref19">50</reflink>]). These educational disparities are evident in the literacy gender gap, with women constituting 2/3rds of the global population that is without print literacy, despite overall increases in literacy rates over the last 40 years (UNESCO [<reflink idref="bib45" id="ref20">45</reflink>]).</p> <p>Global gender-related trends regarding educational participation are evident within the refugee population. UNHCR ([<reflink idref="bib47" id="ref21">47</reflink>]) have estimated that girls with forced migration experiences are half as likely as their male peers to participate in secondary schooling. WFME are therefore more likely to be without print literacy in their first language(s) (Smart et al. [<reflink idref="bib43" id="ref22">43</reflink>]), and have limited opportunities for education 'in transit' – i.e. during the process of seeking refuge in which they are 'temporarily admitted in the territory of a State under the condition that they are resettled elsewhere' (UNHCR [<reflink idref="bib49" id="ref23">49</reflink>]., np). The majority of the world's refugees are located in regions where widespread poverty and ongoing conflict limit educational opportunities, with girls and women facing particular access issues due to cultural norms, family responsibilities, gender-related violence, sexual abuse, and health issues (INEE [<reflink idref="bib28" id="ref24">28</reflink>]; GWI [<reflink idref="bib15" id="ref25">15</reflink>]; Singh [<reflink idref="bib42" id="ref26">42</reflink>]). Further, humanitarian efforts to promote educational opportunities in refugee camps are frequently directed toward younger age groups (Singh [<reflink idref="bib42" id="ref27">42</reflink>]).</p> <p>These experiences in pre-migration and transit contexts contribute to the educational challenges confronting WFME when seeking to rebuild their lives in resettlement contexts. Of course, not all women who are forced to seek refuge have disrupted or limited educational backgrounds, and while there are some commonalities in the displacement experience, there are also variations 'in different political, socio-economic, and cultural contexts, and according to factors such as gender, class, age, race, or ethnicity' (Hatoss and Huijser [<reflink idref="bib24" id="ref28">24</reflink>], 148). In seeking to better understand the challenges impacting women's educational participation, gender must be considered within the context of these intersectional factors.</p> <hd id="AN0162238462-5">Participation of forced migrants in tertiary education in resettlement contexts</hd> <p>The academic literature paints a clear picture of the challenges and opportunities that access to tertiary education has for people from forced migration backgrounds. Access to tertiary education, and higher education in particular, is known to be an important factor in 'sustain[ing forced migrants'] hope and survival as they work towards rebuilding their lives in a new country' (Choi and Najar [<reflink idref="bib12" id="ref29">12</reflink>], 31), as well as a pathway to individual and community betterment. Developing proficiency in the host language is of primary importance (Buchanan et al. [<reflink idref="bib7" id="ref30">7</reflink>]), particularly for improving employment prospects (Hebbani and Preece [<reflink idref="bib25" id="ref31">25</reflink>]; Smart et al. [<reflink idref="bib43" id="ref32">43</reflink>]). Moreover, the social connections offered by engaging in programmes of study are key to developing networks, social bridges, and bonds in a resettlement context, particularly when refugee students engage in peer learning (Phan [<reflink idref="bib35" id="ref33">35</reflink>]).</p> <p>Other benefits include the meaningfulness of education, not just in relation to the qualification pursued, but in terms of broader community and social value ascribed by others. Jack, Chase, and Warwick ([<reflink idref="bib29" id="ref34">29</reflink>]), writing from the UK context, note how participants in their study of refugee engagement in higher education reported benefits such as better communication with their children's teachers, a sense of purpose, pride in their agentic pursuit of self-development, enhanced employment possibilities, and hope through the potential to contribute to rebuilding their home country. These social, emotional, and material benefits of engaging in education are key contributors to resettlement and integration.</p> <p>However, the literature is also clear that engaging in education is not easy; there are many barriers and unanticipated pitfalls. As Linda Morrice ([<reflink idref="bib32" id="ref35">32</reflink>]) notes, there is a 'dark side' to the transformational opportunities offered; learning – particularly in a new country, culture and/or language involves necessary critical assessment of assumptions and taken-for-granted frames of reference and exploration of new options, which are not always positive. Indeed, learning is also about unlearning and deconstructing what and who refugee students thought they knew or were. This disruption of a sense of self – already changed through the violence of displacement – can ask too much of some people, particularly if education happens early in the resettlement journey. Smart et al.'s ([<reflink idref="bib43" id="ref36">43</reflink>]) analysis of longitudinal data collected in the Building a New Life in Australia (BNLA) survey clearly notes how the duration of time in the resettlement country correlates with increased language proficiency and employment outcomes.</p> <hd id="AN0162238462-6">What about gender?</hd> <p>Within the literature focused on tertiary education and participation of people with forced migration experiences, issues of gender are identified as key themes necessitating further and specific engagement (e.g. see Watkins, Razee, and Richters [<reflink idref="bib51" id="ref37">51</reflink>]). Hartley et al. ([<reflink idref="bib22" id="ref38">22</reflink>]), documenting barriers to higher education for people seeking asylum in Australia, assert 'Exploring how sociocultural attitudes to gender interact with the unique circumstances and restraints imposed on people seeking asylum will provide greater insight into the complexities of accessing and successfully completing higher education for this vulnerable group' (<reflink idref="bib34" id="ref39">34</reflink>). Likewise, in their meta-scoping study, Ramsay and Baker ([<reflink idref="bib38" id="ref40">38</reflink>]) identify the need for research that explores 'The dynamism and complexity of gender' and disrupts the construction of students 'as a homogenous group' (<reflink idref="bib17" id="ref41">17</reflink>). These dual emphases on the need for greater visibility of issues of gender within research regarding educational access for people with forced migration backgrounds, and the necessity of adopting intersectional frameworks that honour complex and overlapping forms of identity, underpin our scoping study.</p> <p>The absence of literature specifically attending to educational participation of WFME is particularly striking given the significance of gender in shaping learning opportunities and outcomes, not just for adults but also for their children's education (New, Guilfoyle, and Harman [<reflink idref="bib33" id="ref42">33</reflink>]; UNESCO [<reflink idref="bib46" id="ref43">46</reflink>]). In their 2012 UK-based study, Priyadharshini and Watson note how school teachers identify the challenges that migrant parents, and mothers in particular, had supporting their children's education:</p> <p>The teachers emphasized that the educational implications of such arrangements were substantial, as children had less support than they would otherwise receive towards academic work or towards the complex, if exciting, process of adjusting to a new educational system in a new place and society. (p.155)</p> <p>Priyadharshini and Watson ([<reflink idref="bib37" id="ref44">37</reflink>]) note how these issues with school communication and liaison ultimately led to disillusionment with school for some children. Thus, the significance of attending to the educational experiences of WFME cannot be overstated.</p> <hd id="AN0162238462-7">Methodology</hd> <p>In undertaking the scoping study, we followed Arksey and O'Malley's ([<reflink idref="bib2" id="ref45">2</reflink>]) six stage model, including the optional consultation phase intended to help verify and further guide engagement with the literature. We were interested in exploring what has been achieved within existing research in this field as a means of consolidating, amplifying, and building on this work. The scoping study was therefore adopted as a useful mechanism for 'drawing conclusions from existing literature regarding the overall state of research activity' (Arksey and O'Malley [<reflink idref="bib2" id="ref46">2</reflink>], 7), bringing together current understandings, and identifying a research agenda for advancing knowledge regarding women with forced migration experiences (WFME) and their educational participation in resettlement contexts.</p> <hd id="AN0162238462-8">Stage 1: identifying the research question</hd> <p>Our scoping study was focused on the central question: 'What do we know about how women with forced migration experiences access tertiary education in resettlement contexts?' Given the relative paucity of literature that specifically addresses the experiences of WFME in university and vocational training, and the importance of informal learning within resettlement, we expanded the parameters of our investigation to include literature that engages with WFME participation in any post-schooling educational context, including language classes and community courses.</p> <p>We explored the following research questions when engaging with the literature:</p> <p></p> <ulist> <item> What key barriers to participation in tertiary education for WFME are identified?</item> <p></p> <item> What key facilitators to participation in tertiary education for WFME are identified?</item> </ulist> <hd id="AN0162238462-9">Stage 2: identifying relevant studies</hd> <p>Various combinations of key search terms: 'gender', 'female', 'women', 'asylum', 'refugee', 'humanitarian', 'higher education', 'university' and 'college' were used to identify more than 2,000 results. Of these, 47 articles were identified as falling within the parameters of our investigation (see Stage 3). Following review of the full articles, 13 publications were selected for analysis. It is important to note that our search was limited to peer-reviewed, academic publications, texts that are available online, and research published in English, reflecting both the limits of our collective linguistic expertise and the problematic dominance of English as the global medium for disseminating academic research.</p> <hd id="AN0162238462-10">Stage 3: study selection</hd> <p>Our inclusion criteria for the scoping study were informed by our focus on people with forced migration experiences (i.e. people with refugee and asylum seeker backgrounds), people who identify as women, and participation (or aspirations to participate) in tertiary education, which we defined as learning in both formal and informal, post-schooling contexts including universities, vocational education, colleges, community courses, and language classes. We excluded studies that did not feature an explicit and focused engagement with women's experiences, although studies in which issues of gender were identified within broader exploration of higher education in resettlement contexts informed our analysis. While we focused on women with refugee and asylum seeker backgrounds, several articles in the scoping study also included participants who had migrated by choice.</p> <p>Given our focus on educational access in resettlement settings (i.e. contexts in which women have been resettled or are seeking to remain), we excluded studies examining women's experiences in transit. However, we acknowledge the ongoing impact of these aspects of forced migration in post-resettlement contexts, and research regarding women's educational experiences in transit was therefore critical to informing our engagement with the literature included in the scoping study.</p> <p>It is important to note that the author team do not have lived experience of forced migration; we all benefit from privileges associated with being white, English-speaking, of European heritage, and employed in ongoing academic positions at Australian universities. We are aware of the privilege that we have speaking in powerful spaces and recognize that others who do have the lens of lived experience through which to gaze cannot similarly access such forums. However, we also write as academic activists in the refugee education space, collaborating with WFME to enhance educational opportunities and outcomes for others in the Australian resettlement context (Hartley et al. [<reflink idref="bib21" id="ref47">21</reflink>]; Babar et al. [<reflink idref="bib3" id="ref48">3</reflink>]).</p> <hd id="AN0162238462-11">Stage 4: charting and analysing the data</hd> <p>We identified a corpus of 13 publications with a predominate focus on WFME's participation in higher education in resettlement contexts (see Table 1). One of these articles also explored women's reflections on their previous educational experiences in compulsory schooling (see Harris, Spark, and Watts [<reflink idref="bib18" id="ref49">18</reflink>]), while several publications engaged with the experiences of migrant women as well as women with forced migration backgrounds (see Brigham, Baillie-Abidi, and Calatayud [<reflink idref="bib6" id="ref50">6</reflink>]; Choi and Najar [<reflink idref="bib12" id="ref51">12</reflink>]; Harris, Ngum Chi, and Spark [<reflink idref="bib17" id="ref52">17</reflink>]; Harris, Spark, and Watts [<reflink idref="bib18" id="ref53">18</reflink>]). While our literature search was not limited to a particular region, nine of the 13 publications in the scoping study featured research undertaken in Australia.</p> <p>Table 1. Overview of the sources included in this scoping study.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Authors</td><td>Resettlement context</td><td>Site of research</td></tr></thead><tbody><tr><td>Brigham, Baillie-Abidi, and Calatayud (<xref ref-type="bibr" rid="bibr6">2018</xref>)</td><td>Canada</td><td>Photography course</td></tr><tr><td>Choi and Najar (<xref ref-type="bibr" rid="bibr12">2017</xref>)</td><td>Australia</td><td>English language classes</td></tr><tr><td>Harris, Ngum Chi, and Spark (<xref ref-type="bibr" rid="bibr17">2013</xref>)</td><td>Australia</td><td>University</td></tr><tr><td>Harris, Spark, and Watts (<xref ref-type="bibr" rid="bibr18">2015</xref>)</td><td>Australia</td><td>University</td></tr><tr><td>Harris (<xref ref-type="bibr" rid="bibr16">2011</xref>)</td><td>Australia</td><td>Language school High school Technical and Further Education (TAFE)</td></tr><tr><td>Hewitt, Hall, and Mills (<xref ref-type="bibr" rid="bibr26">2010</xref>)</td><td>Scotland</td><td>Women's empowerment course</td></tr><tr><td>Klenk (<xref ref-type="bibr" rid="bibr30">2017</xref>)</td><td>England</td><td>English language classes</td></tr><tr><td>Lawrence, Merkhaal, and Dodds (<xref ref-type="bibr" rid="bibr31">2019</xref>)</td><td>Australia</td><td>University</td></tr><tr><td>Praetorius et al. (<xref ref-type="bibr" rid="bibr36">2016</xref>)</td><td>United States of America</td><td>Financial education course</td></tr><tr><td>Riggs et al. (<xref ref-type="bibr" rid="bibr39">2012</xref>)</td><td>Australia</td><td>English language classes</td></tr><tr><td>Sharifian et al. (<xref ref-type="bibr" rid="bibr40">2020</xref>)</td><td>Australia</td><td>English language classes</td></tr><tr><td>Shwayli and Barnes (<xref ref-type="bibr" rid="bibr41">2018</xref>)</td><td>Australia</td><td>English language classes</td></tr><tr><td>Watkins, Razee, and Richters (<xref ref-type="bibr" rid="bibr51">2012</xref>)</td><td>Australia</td><td>English language classes (Adult Migrant English Program – AMEP)</td></tr></tbody></table> </ephtml> </p> <p>In line with Arksey and O'Malley's ([<reflink idref="bib2" id="ref54">2</reflink>]) identification of the 'descriptive-analytical' method, we employed the concept of intersectionality (Crenshaw [<reflink idref="bib13" id="ref55">13</reflink>]) as the analytical lens underpinning our engagement with the literature. This lens acknowledges the multiple and co-constitutive ways in which 'race/ethnicity, class, gender, sexuality, religion, citizenship, ability, and age shape individual identities and social life' (Tefera, Powers, and Fischman [<reflink idref="bib44" id="ref56">44</reflink>], vii), seeking to disrupt static and unidimensional accounts of identity, oppression, and exclusion. The employment of this analytical frame was motivated by a desire for greater and more critical engagement with overlapping and multifaceted forms of identity within the forced migration experience. The notion of intersectionality enabled us to document the complex ways in which research suggests gendered understandings as 'a constituted social temporality' (Butler [<reflink idref="bib8" id="ref57">8</reflink>], 519–520) interact with other elements to impact WFME and their engagement with higher education.</p> <hd id="AN0162238462-12">Stage 5: collating, summarizing, and reporting the results</hd> <p>In Stage five, we worked with our iterative readings of the selected literature to cross-check our analysis and co-craft narratives around our research questions. Following Arskey and O'Malley ([<reflink idref="bib2" id="ref58">2</reflink>]), our reporting of our readings sought to highlight the significant patterns in the extant literature as well as identifying gaps, however, unlike systematic reviewing, without the burden of evaluating the quality of the research.</p> <hd id="AN0162238462-13">Stage 6: consulting with key stakeholders</hd> <p>Following the full methodology set out in Arksey and O'Malley ([<reflink idref="bib2" id="ref59">2</reflink>]), we also sought critical input from key 'informants' in the field, who consisted of a refugee education academic, a feminist scholar, and a woman with forced migration experience who is currently undertaking doctoral studies in Australia. Following Ramsay and Baker ([<reflink idref="bib38" id="ref60">38</reflink>]), we asked our informants to comment on their overall impressions of our paper, the extent to which they agreed with our interpretations, whether we had overlooked any literature or areas of future research and advocacy, and how well they could follow our methodology. This process inevitably strengthened our interpretations and tightened our argument, and we are grateful to these stakeholders for their valuable input.</p> <hd id="AN0162238462-14">Findings</hd> <p></p> <hd id="AN0162238462-15">RQ1: what key barriers to participation in higher education for WFME are identified?</hd> <p>The many significant barriers to accessing tertiary – and particularly higher— education (such as financial challenges) are not necessarily gender-specific. However, we argue that any educational challenge is likely to be exacerbated for WFME, and particularly mothers/ primary carers, because of patterns in educational background: they are likely to have lower educational levels, lower literacy levels in their first language(s), lower proficiency levels in the language(s) of the resettlement country, and family responsibilities (Brigham, Baillie-Abidi, and Calatayud [<reflink idref="bib6" id="ref61">6</reflink>]).</p> <p>Our analysis of the articles included in this scoping study suggest there are seven thematic areas of women-specific barriers to higher education: caring responsibilities, gendered expectations of identity and role, related cross-cultural clashes, racialised experiences, prior learning experiences (or lack thereof), linguistic barriers, and gendered pedagogical barriers.</p> <hd id="AN0162238462-16">Caring responsibilities</hd> <p>Carer responsibilities are identified in the literature as a chief barrier to WFME's engagement with education. Watkins, Razee, and Richters ([<reflink idref="bib51" id="ref62">51</reflink>]), who document the English language learning of Karen WFME, describe how women require English to engage with community services and resources necessary to the care of children and elderly family members, yet the time dedicated to these roles also prevents them from attending the Federal Government funded Adult Migrant English Program (AMEP) in order to gain the required language proficiency. Likewise, Sharifian et al. ([<reflink idref="bib40" id="ref63">40</reflink>]), who investigate the experiences of Afghan women learning English following resettlement in Australia, identify time constraints due to domestic responsibilities as a key barrier to engagement with language classes and completion of homework and revision. Similarly, Shwayli and Barnes' ([<reflink idref="bib41" id="ref64">41</reflink>]) narrative case studies of five Iraqi WFME in Melbourne suggest that their commitment to furthering their education was stymied by their focus on getting their children settled and building their opportunities, rather than focusing on 'their own pursuit for cultural, social and economic capital' (<reflink idref="bib101" id="ref65">101</reflink>).</p> <hd id="AN0162238462-17">Gendered identities and roles as barriers to educational participation</hd> <p>Connected to the challenges of caring, other aspects of women's gendered identities create educational barriers. Aside from time constraints, cultural conflicts and tensions relating to gendered and cultural identities are strong themes within the literature. In some studies, women's experiences gaining further education and employment are identified as a threat to the traditional roles ascribed to men (see Harris, Ngum Chi, and Spark [<reflink idref="bib17" id="ref66">17</reflink>]). In Sharifian et al. ([<reflink idref="bib40" id="ref67">40</reflink>]), the experiences of children and men who undertake employment or attend school or university are contrasted with those of women who were culturally and socially expected to remain in the domestic context or not pursue higher education or financial independence from husbands or families. Nadifa, a participant in Harris, Ngum Chi, and Spark ([<reflink idref="bib17" id="ref68">17</reflink>]) research, outlines the contrasting understandings of gender embedded within her cultural background and the expectations and assumptions regarding higher education in Australia explaining 'It's impossible to be a typical Sudanese woman having this education' (<reflink idref="bib191" id="ref69">191</reflink>). Similar cultural expectations about women being discouraged from attending language classes for reasons of childcare or mixing with other genders are reported in Riggs et al.'s ([<reflink idref="bib39" id="ref70">39</reflink>]) account of refugee mothers and language learning in Australia, and in Shwayli and Barnes' ([<reflink idref="bib41" id="ref71">41</reflink>]) exploration of newly arrived Iraqi mothers.</p> <p>While the literature offers counter-narratives of the kinds of cultural and gendered barriers that some WFME face, there are also suggestions that gendered expectations (to prioritize childcare and husbands/ children's advancement) create differentiated value systems of language and learning that impede further education. The WFME who participated in Klenk's ([<reflink idref="bib30" id="ref72">30</reflink>]) study valorized the kinds of language and literacy that their husbands gained through their employment and did not value literacy engagement with children's schooling in same way. As Klenk ([<reflink idref="bib30" id="ref73">30</reflink>]) notes, the valuing of husbands' language and literacy diminished the women's development and engagement with learning because it was happening in the private (home) sphere through engaging with their children's schoolwork, rather than in the public (work) sphere. Furthermore, being restricted to learning in the home also made it difficult for the mothers to challenge the stigma attached to being identified as refugees, limiting their access to ways of contesting these understandings that may be available to men and children.</p> <hd id="AN0162238462-18">Cross-cultural clashes: dominant/ institutional culture vs. 'other'</hd> <p>Significant educational barriers for WFME are created by cultural disconnections between the resettlement country and institutions. Indeed, Watkins, Razee, and Richters ([<reflink idref="bib51" id="ref74">51</reflink>]) succinctly capture this in their reflections of their work with Karen women refugees in Australia:</p> <p>Cultural factors, including traditional cultural customs as well as the societal impact of protracted persecution, forced displacement and camp confinement, also impede the ability of Karen women to benefit from education opportunities (p. 133)</p> <p>The literature also documents how these cross-cultural experiences associated with women's participation in education can be accompanied by feelings of isolation due to their simultaneous location within two different cultural spaces, and their sense of exclusion from each (Harris, Ngum Chi, and Spark [<reflink idref="bib17" id="ref75">17</reflink>]). For instance, in Harris, Ngum Chi, and Spark ([<reflink idref="bib17" id="ref76">17</reflink>]) study of African-Australian women in higher education, the authors assert: 'They often walk a tightrope between belonging and alienation, in multiple contexts, and education is often the cause rather than the solution' (<reflink idref="bib380" id="ref77">380</reflink>). This sense of exclusion is illustrated in participant Nadifa's description of her experiences studying law at university: 'you sit in this room and occupy this space that you don't have ownership of — that your heritage has not influenced, that your community has not participated in. You think am I participating, am I validating this process of invalidating myself? Who am I?' (Harris, Ngum Chi, and Spark [<reflink idref="bib17" id="ref78">17</reflink>], 192).</p> <hd id="AN0162238462-19">Prior learning experiences (or lack thereof)</hd> <p>Limited opportunities for WFME to engage with prior learning due to war, poverty, and cultural norms are identified in the research as impacting their capacity to engage with learning opportunities in resettlement. For instance, many of the Karen women in Watkins, Razee, and Richters ([<reflink idref="bib51" id="ref79">51</reflink>]) study had been unable to access education prior to arriving in Australia because of conflict and gender/cultural roles, and this was immediately evident in the educational barriers they faced, hindered not just by a lack of formal education, but also by pre-literacy in their first language and lack of familiarity with practices such as holding a pen. Watkins, Razee, and Richters ([<reflink idref="bib51" id="ref80">51</reflink>]) point to the need for greater research into the 'the combined relationships between culture and gender across pre-displacement, displacement and resettlement and the impact of these factors on post-immigration educational opportunities' (<reflink idref="bib126" id="ref81">126</reflink>). Similarly, Sharifian et al. ([<reflink idref="bib40" id="ref82">40</reflink>]) identify how the materials and instructional approaches featured in the AMEP were not suitable for learners with limited print literacy in their first language(s) and were not deemed to be useful for the needs of the women participants in their study, many of whom required assistance with English for engaging with health, government, and retail services in the community.</p> <hd id="AN0162238462-20">Linguistic barriers</hd> <p>Language is cited as a key factor in access to higher education for women. Pre- and post-immigration factors impact women's access to language/literacy education in their first languages, which can significantly impede their learning of additional languages following resettlement. Without proficiency in the dominant language(s), new arrivals can experience social isolation and marginalization, which in turn impacts upon how WFME engage with educational opportunities (Brigham, Baillie-Abidi, and Calatayud [<reflink idref="bib6" id="ref83">6</reflink>]). As Choi and Najar ([<reflink idref="bib12" id="ref84">12</reflink>]) observed, this creates impediments to imagining and articulating themselves in their new contexts: '[WFME] themselves might never have thought about what they would do or who they could be using English.' (<reflink idref="bib25" id="ref85">25</reflink>).</p> <hd id="AN0162238462-21">Pedagogical barriers</hd> <p>A further thread in the literature relates to the pedagogical challenges in language education that may be encountered by WFME. Sharifian et al. ([<reflink idref="bib40" id="ref86">40</reflink>]) note that these relate to the kinds of texts used for language teaching, which are often written for an autonomous, international (European or Asian) student audience, rather than a dependent (albeit temporarily), permanent migrant language learner. Without clear and relevant materials, it can be difficult for students to activate their existing schema and make meaningful connections between the classroom and their lives. This can fuel existing barriers relating to 'motivation, attitude, self-esteem, dedication, commitment, and age' (Sharifian et al. [<reflink idref="bib40" id="ref87">40</reflink>], 10). Other challenges relate to the cultural safety of the classroom (Watkins, Razee, and Richters [<reflink idref="bib51" id="ref88">51</reflink>]), the temporal dimension, as adult language and literacy acquisition for pre-literate students can take significant time, resulting in a lack of quick and visible progress (Sharifian et al. [<reflink idref="bib40" id="ref89">40</reflink>]), as well as the challenges of teaching students who have limited contact with host-language speakers outside of the classroom.</p> <hd id="AN0162238462-22">RQ2: what key facilitators to participation in higher education for WFME are identified?</hd> <p>In the same way that the barriers to educational engagement for WFME are diverse, overlapping, and multifaceted, our analysis of the literature identified a range of varied and interconnected facilitators. We identify four commonly cited facilitators to successful participation in higher education for WFM: language support, class-based factors, family support, and recognitive teaching and learning practices. Here, we explore what the literature suggests about each of these key elements and, in keeping with our application of intersectional understandings of gender (Crenshaw [<reflink idref="bib13" id="ref90">13</reflink>]), we consider how these issues are often interrelated and implicated within broader societal structures.</p> <hd id="AN0162238462-23">Language Support</hd> <p>While language is identified in the literature as a key barrier to WFME's engagement with higher education in resettlement, it is also foregrounded as an important facilitator in the presence of appropriately scaffolded, strengths-based, and plurilingual approaches to teaching and learning. Brigham, Baillie-Abidi, and Calatayud's ([<reflink idref="bib6" id="ref91">6</reflink>]) account of using photography as a means for women 'to share their ideas and feelings and to tell their settlement stories' (<reflink idref="bib103" id="ref92">103</reflink>) illustrates the importance of multimodal platforms of communication and visual aids to build on learners' existing linguistic strengths. Women who may not be print literate in their first language(s) often have well-developed visual literacy or verbal competency, rendering modalities such as photography particularly useful means of inclusion in learning spaces (Burke [<reflink idref="bib10" id="ref93">10</reflink>]).</p> <p>Likewise, Harris' ([<reflink idref="bib16" id="ref94">16</reflink>]) research is a powerful illustration of the value of educational experiences that occur in authentic and 'everyday' settings, with one of the women who had been previously excluded from attending high school in Australia due to her English language proficiency level, embracing the opportunity to co-produce podcasts in an approach to learning that foregrounded her expertise and life experiences. Relatedly, in Choi and Najar's ([<reflink idref="bib12" id="ref95">12</reflink>]) study of participants in a community English language class in Australia, the authors reject 'deficit discourses' regarding WFME and literacy, focusing on the importance of recognizing and incorporating ways of communicating that better represent and build on women's experiences and strengths.</p> <hd id="AN0162238462-24">Class-based factors</hd> <p>Harris, Ngum Chi, and Spark ([<reflink idref="bib17" id="ref96">17</reflink>]), in their discussion of the need to problematize singular and homogenizing constructions of African Australian women in higher education, note that 'the difficulties faced by some African-background refugees has more to do with their refugee experiences than ethnicity' (<reflink idref="bib186" id="ref97">186</reflink>), suggesting that class-based factors that benefit learner engagement and success in higher education may ameliorate other forms of discrimination. The literature regarding WFME suggests that factors that facilitate success in higher education include understanding of educational systems, structures, and pathways, academic and information literacy (Hewitt, Hall, and Mills [<reflink idref="bib26" id="ref98">26</reflink>]; Praetorius et al. [<reflink idref="bib36" id="ref99">36</reflink>]), and understanding of the cultural and linguistic assumptions embedded within educational institutions and practices. Harris, Ngum Chi, and Spark ([<reflink idref="bib17" id="ref100">17</reflink>]) note that the positive experiences of non-refugee background African Australian tertiary students may suggest that 'while marginalities of race and gender can be formidable, class determinants may in some cases provide compensatory privileges, access to educational possibilities and a greater sense of belonging' (<reflink idref="bib186" id="ref101">186</reflink>).</p> <hd id="AN0162238462-25">Family support</hd> <p>In the same way that language can be both a barrier to and facilitator of WFME engagement in higher education, research suggests that familial relationships play a complex role in women's participation in tertiary studies. Harris, Spark, and Watts ([<reflink idref="bib18" id="ref102">18</reflink>]) exploration of the experiences of African Australian women highlights the importance of family attitudes to women's pursuit of higher education, with one participant, Awek, describing the significance of her mother's encouragement, who, despite not undertaking higher education herself, was an active proponent for her daughter.</p> <p>While issues of carer responsibilities, gender roles and expectations in relation to family may be obstacles to women engaging in regular learning (Choi and Najar [<reflink idref="bib12" id="ref103">12</reflink>]), they are also viewed as motivators for engagement, particularly for language learning. Klenk ([<reflink idref="bib30" id="ref104">30</reflink>]) notes how motherhood is both a facilitator and inhibitor to learning a new language in resettlement, with participant Sara explaining how her children are learning in English and resist speaking in their first language at home: 'I ask [my children] at home "No English—speak my language!" But they answer me in English and I need to speak English with them so that [we understand each other]' (<reflink idref="bib178" id="ref105">178</reflink>). Likewise, Shwayli and Barnes' ([<reflink idref="bib41" id="ref106">41</reflink>]) description of 'Eman' suggests her motivation to learn English was driven by a desire to enhance her communication with childcare staff.</p> <hd id="AN0162238462-26">Recognitive teaching and learning practices</hd> <p>The necessity of recognitive teaching and learning practices informed by educator awareness of the material conditions and individual strengths and needs of WFME is an important element in the research. Lawrence, Merkhaal, and Dodds ([<reflink idref="bib31" id="ref107">31</reflink>]), in offering a critical examination of the experiences of a Chaldean refugee-background woman in an Australian university 'revealed an intertwining of university and cultural obstacles' that reflect 'the need to recognise the individualised experiences of refugee women whose career pathways involve resistance to cultural expectations, and the need to provide them with appropriate institutional and social support' (<reflink idref="bib86" id="ref108">86</reflink>).</p> <p>Hewitt, Hall, and Mills ([<reflink idref="bib26" id="ref109">26</reflink>]), writing about the context of community-based learning for WFME, discuss the aim 'to creatively scaffold learners back into the discourse practices of formal education' with the intention that 'Diversity and difference are viewed as an opportunity and a resource for creating new learning spaces that will ultimately act as a bridge to the mainstream' (<reflink idref="bib93" id="ref110">93</reflink>). As Watkins, Razee, and Richters ([<reflink idref="bib51" id="ref111">51</reflink>]) note, cultural practices of passivity and compliance in educational contexts may mean students' needs go unnoticed by instructors who are not familiar with diverse models of learning engagement. These studies also underscore the importance of bidirectionality in terms of the benefits of WFME and participation in higher education, with the potential for institutional change generated by women's engagement identified as an important outcome.</p> <hd id="AN0162238462-27">Discussion: mapping future research directions</hd> <p>Having identified the key barriers and facilitators to higher education raised within existing research focused on WFME, we now offer a synthesis of significant themes in response to our research questions.</p> <hd id="AN0162238462-28">Problematizing constructions of WFME and participation in tertiary education</hd> <p>There is a requirement for further research documenting the various ways in which women experience tensions regarding cultural expectations around gender identities and the values, requirements, and assumptions associated with participation in tertiary education in resettlement. Lack of institutional support regarding diverse understandings of gender roles points to the need for research regarding targeted professional development for all staff and informed by women with lived experience of refugee resettlement (Watkins, Razee, and Richters [<reflink idref="bib51" id="ref112">51</reflink>]). As Harris, Spark, and Watts ([<reflink idref="bib18" id="ref113">18</reflink>]) articulate, the sense of guilt many women experience when pursuing education while balancing parenthood and familial responsibilities means that higher education represents a hope for women's futures on one hand but is perceived to be a threat to existing gender roles on the other. This duality of impact regarding educational participation has important implications for women's engagement and success.</p> <p>A related key theme characterizing these studies is the necessity of questioning simplistically positive portrayals of participation in higher education that are couched in neoliberal and meritocratic ideologies and valorize tertiary qualifications as exclusively advantageous. Harris, Spark, and Watts ([<reflink idref="bib18" id="ref114">18</reflink>]) note that women's 'gains' in higher education may bring losses in other aspects of life and these losses are frequently invisibilized or misunderstood in contexts where higher education participation is always seen as positive/transformative, suggesting the need 'to contest a neoliberal utopian imperative about the liberatory effects of so-called democratic education for all, within western contexts' (<reflink idref="bib373" id="ref115">373</reflink>). However, while the authors caution against this framing of higher education as always positive, their research also suggests that some women do experience education as 'a means by which they gain increased confidence, independence and freedom from more conventional domestically oriented roles' (<reflink idref="bib374" id="ref116">374</reflink>).</p> <p>We also suggest that research findings regarding WFME require further problematisation of what Harris, Marlowe, and Nyuon ([<reflink idref="bib19" id="ref117">19</reflink>]) describe as the societal framing of 'western knowledges and gendered practices as progressive and therefore more desirable' (1226), particularly in resettlement contexts. Participant experiences in the research analysed here suggest that the traditional cultural roles that many women expect to assume are, at best, only superficially acknowledged in educational institutions in resettlement. Indeed, Harris, Chi, and Spark ([<reflink idref="bib17" id="ref118">17</reflink>]) argue that misalignments between ideas in Australia about higher education and 'women's more traditional cultural roles and identities' (<reflink idref="bib370" id="ref119">370</reflink>) result in 'gendered negotiations [that] are noted only cursorily (if at all) within education and health contexts' (<reflink idref="bib370" id="ref120">370</reflink>). This further points to a need for research that explores diversified models of higher education engagement to inform institutional practices that better acknowledge the diverse, complex, and oftentimes conflicting ways in which gender, culture, and learning experiences intersect for WFME.</p> <hd id="AN0162238462-29">Models of tertiary education engagement</hd> <p>Identity issues are foregrounded within these studies, with women describing their struggles with newly fragmented identities (Harris [<reflink idref="bib16" id="ref121">16</reflink>]) and the 'complex process of identity construction' (Shwayli and Barnes [<reflink idref="bib41" id="ref122">41</reflink>], 101). Within this literature, the normative and restrictive models of engagement embedded within educational structures exacerbate a sense of exclusion, as well as the cultural conflicts and identity-related tensions women may encounter when undertaking tertiary studies. Inadequate representation of diverse understandings of education, culture, and knowledge in educational/ institutional decision-making means that universities and other sites for formal learning can be experienced as exclusionary and hostile to those whose knowings, doings, and beings misalign with assumed understandings. The failure of tertiary institutions to acknowledge and incorporate the diversity of student experiences was evident in Harris, Spark, and Chi Watts research back in 2013:</p> <p>Ultimately, Nadifa's existence at the interstices of two cultures is unacknowledged in the university context which she says, is 'not equipped to deal with people with so much mess that is created by two conflicting cultures. It's not like you can write 'I need my marks or I'm having trouble because I come from too many cultures my experiences are yet not captured as a Sudanese Australian by that system" (p. 192)</p> <p>These structural barriers are made worse by assumptions of cultural and linguistic familiarity with systems, conventions, and practices, or p/maternalistic beliefs about vulnerability that disenfranchise forced migrants from making decisions about what is best for them. This is closely related to the need for targeted professional development for all staff in higher education to raise awareness of the requirement to 'find ways to harness the motivations of refugee communities, understand and sensitively negotiate cultural customs and take into account the effects of culture, gender and context on student learning' (Watkins, Razee, and Richters [<reflink idref="bib51" id="ref123">51</reflink>], 138).</p> <p>We posit that the absence of institutional engagement with culturally and linguistically diverse models of educational participation — a major theme in the reviewed research — reinforces women's experiences of barriers and facilitators to tertiary education as issues of personal or micro-level responsibility (at best), and individual deficits (at worst). Such active (dis)location of institutional responsibility effectively prevents genuine engagement with WFME as a shared societal responsibility that necessitates the involvement of educational institutions and governing bodies. Our scoping study underscores the value of intersectionality as an analytical frame to better understand complex relationships between different elements of educational access for WFME. We note Holvino's ([<reflink idref="bib27" id="ref124">27</reflink>]) assertion that intersectionality is not restricted to 'a personal and individual identity' but extends to experiences of broader sociocultural and institutional structures, 'which also produce and reproduce racial, gender, class, and other social differences' (<reflink idref="bib172" id="ref125">172</reflink>).</p> <hd id="AN0162238462-30">The invisibility of women seeking asylum</hd> <p>The final key theme in our analysis is evident in our inability to locate literature focused exclusively on the educational experiences of women seeking asylum. We contend that the lack of research focused specifically on educational experiences of women with temporary visas speaks to the broader invisibility and precarity of people seeking asylum in both policy and institutional contexts (see Hartley et al. [<reflink idref="bib22" id="ref126">22</reflink>]; White [<reflink idref="bib52" id="ref127">52</reflink>]; Baker et al. [<reflink idref="bib5" id="ref128">5</reflink>]; Burke et al. [<reflink idref="bib11" id="ref129">11</reflink>]). Therefore, a key finding from our scoping study is the need for educational research that explores the intersectional factors unique to women seeking asylum.</p> <hd id="AN0162238462-31">Conclusion</hd> <p>In exploring the literature regarding women with forced migration experiences and engagement in higher education, we have sought to better understand what research suggests about WFME's interactions with higher educational institutions, the policy landscapes that help determine access to them, and the 'interlocking systems of advantage and access' (Wijeyesinghe and Jones in Mitchell et al. [<reflink idref="bib53" id="ref130">53</reflink>], 11) that shape their participation in learning. The extant literature revealed a range of common barriers to higher education that are either unique to WFME or amplified for this cohort due to complex interactions between issues of gender, pre-settlement experiences, structural barriers, and the need for greater institutional engagement with culturally and linguistically diverse models of higher education participation. The requirement for increased research regarding women's educational experiences in transit and their impact on post-resettlement learning (see Watkins, Razee, and Richters [<reflink idref="bib51" id="ref131">51</reflink>]; Brigham, Baillie-Abidi, and Calatayud [<reflink idref="bib6" id="ref132">6</reflink>]) also speaks to broader issues of institutional responsibility to be informed about learners' educational histories and cohort-related challenges, particularly when seeking to provide meaningful widening participation supports (see Baker et al. [<reflink idref="bib4" id="ref133">4</reflink>]; Burke et al. [<reflink idref="bib11" id="ref134">11</reflink>]).</p> <p>Without addressing the intersectional and structural factors that challenge WFME's participation in higher education, the facilitators that are identified in the literature, i.e. language support, class-based factors, family encouragement, and recognitive teaching and learning practices, will have limited impact in ameliorating educational disadvantage. Further, there is an urgent need to explore how these facilitators and barriers may vary according to visa status, with women who are seeking asylum conspicuously absent from the research. Our hope is that in mapping the existing research terrain through this scoping study of important work that has occurred over the last ten years, we might assist other researchers, educators, advocates, and policy makers to build on this foundation and extend our understandings of WFME's access to higher education.</p> <hd id="AN0162238462-32">Acknowledgements</hd> <p>We gratefully acknowledge the Traditional Custodians of the unceded Lands on which this work was undertaken and where Australian universities now stand, and we pay our respects to Elders past, present, and emerging.</p> <hd id="AN0162238462-33">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0162238462-34"> <title> References </title> <blist> <bibl id="bib1" idref="ref2" type="bt">1</bibl> <bibtext> Ager, A., and A. Strang. 2008. " Understanding Integration: A Conceptual Framework." 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New York : Peter Lang.</bibtext> </blist> </ref> <aug> <p>By Rachel Burke; Sally Baker; Lisa Hartley and Rebecca Soraya Field</p> <p>Reported by Author; Author; Author; Author</p> <p></p> <p>Rachel Burke is a Senior Lecturer and applied linguist at the University of Newcastle, Australia. Rachel's research and teaching focus on linguistically and culturally diverse contexts, with emphasis on strengths-based, praxis-driven approaches to education for learners from traditionally underrepresented backgrounds, including people with refugee and asylum seeker experiences. Rachel is privileged to work with a range of community groups in the promotion of educational equity, and is Co-chair of the national Refugee Education Special Interest Group (RESIG).</p> <p>Sally Baker is a Senior Lecturer in the School of Education at the University of New South Wales. Sally's teaching and research interests centre on language, literacies, transition and equity in higher education, particularly with regard to culturally and linguistically diverse students, and refugee students in particular. Sally is Co-chair of the national Refugee Education Special Interest Group (RESIG).</p> <p>Lisa Hartley is a Senior Lecturer and Co-Director of the Centre for Human Rights Education at Curtin University. Lisa's interdisciplinary research is focused on questions of human rights and social change which cuts across the fields of refugee and migrant studies, sociology, and community and social psychology. She has extensive experience working with a range of community groups providing support and advocacy for human rights issues, informed by a commitment to working along-side communities, including people seeking asylum. Lisa is Co-chair of the Refugee Education Special Interest Group (RESIG).</p> <p>Rebecca Soraya Field is a Lecturer and Researcher in the School of Allied Health at Curtin University. Rebecca's teaching focuses on social work theory and practice, sociology and social change. Her research explores the experiences of people seeking asylum, social work and human service practice, diversity and equity in education and social policy.</p> </aug> <nolink nlid="nl1" bibid="bib48" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib37" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib23" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib12" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib14" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib34" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib18" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib29" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib20" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib10" firstref="ref11"></nolink> <nolink nlid="nl11" bibid="bib22" firstref="ref12"></nolink> <nolink nlid="nl12" bibid="bib43" firstref="ref13"></nolink> <nolink nlid="nl13" bibid="bib33" firstref="ref16"></nolink> <nolink nlid="nl14" bibid="bib13" firstref="ref17"></nolink> <nolink nlid="nl15" bibid="bib45" firstref="ref18"></nolink> <nolink nlid="nl16" bibid="bib50" firstref="ref19"></nolink> <nolink nlid="nl17" bibid="bib47" firstref="ref21"></nolink> <nolink nlid="nl18" bibid="bib49" firstref="ref23"></nolink> <nolink nlid="nl19" bibid="bib28" firstref="ref24"></nolink> <nolink nlid="nl20" bibid="bib15" firstref="ref25"></nolink> <nolink nlid="nl21" bibid="bib42" firstref="ref26"></nolink> <nolink nlid="nl22" bibid="bib24" firstref="ref28"></nolink> <nolink nlid="nl23" bibid="bib25" firstref="ref31"></nolink> <nolink nlid="nl24" bibid="bib35" firstref="ref33"></nolink> <nolink nlid="nl25" bibid="bib32" firstref="ref35"></nolink> <nolink nlid="nl26" bibid="bib51" firstref="ref37"></nolink> <nolink nlid="nl27" bibid="bib38" firstref="ref40"></nolink> <nolink nlid="nl28" bibid="bib17" firstref="ref41"></nolink> <nolink nlid="nl29" bibid="bib46" firstref="ref43"></nolink> <nolink nlid="nl30" bibid="bib21" firstref="ref47"></nolink> <nolink nlid="nl31" bibid="bib44" firstref="ref56"></nolink> <nolink nlid="nl32" bibid="bib40" firstref="ref63"></nolink> <nolink nlid="nl33" bibid="bib41" firstref="ref64"></nolink> <nolink nlid="nl34" bibid="bib101" firstref="ref65"></nolink> <nolink nlid="nl35" bibid="bib191" firstref="ref69"></nolink> <nolink nlid="nl36" bibid="bib39" firstref="ref70"></nolink> <nolink nlid="nl37" bibid="bib30" firstref="ref72"></nolink> <nolink nlid="nl38" bibid="bib380" firstref="ref77"></nolink> <nolink nlid="nl39" bibid="bib126" firstref="ref81"></nolink> <nolink nlid="nl40" bibid="bib103" firstref="ref92"></nolink> <nolink nlid="nl41" bibid="bib16" firstref="ref94"></nolink> <nolink nlid="nl42" bibid="bib186" firstref="ref97"></nolink> <nolink nlid="nl43" bibid="bib26" firstref="ref98"></nolink> <nolink nlid="nl44" bibid="bib36" firstref="ref99"></nolink> <nolink nlid="nl45" bibid="bib178" firstref="ref105"></nolink> <nolink nlid="nl46" bibid="bib31" firstref="ref107"></nolink> <nolink nlid="nl47" bibid="bib86" firstref="ref108"></nolink> <nolink nlid="nl48" bibid="bib93" firstref="ref110"></nolink> <nolink nlid="nl49" bibid="bib373" firstref="ref115"></nolink> <nolink nlid="nl50" bibid="bib374" firstref="ref116"></nolink> <nolink nlid="nl51" bibid="bib19" firstref="ref117"></nolink> <nolink nlid="nl52" bibid="bib370" firstref="ref119"></nolink> <nolink nlid="nl53" bibid="bib27" firstref="ref124"></nolink> <nolink nlid="nl54" bibid="bib172" firstref="ref125"></nolink> <nolink nlid="nl55" bibid="bib52" firstref="ref127"></nolink> <nolink nlid="nl56" bibid="bib11" firstref="ref129"></nolink> <nolink nlid="nl57" bibid="bib53" firstref="ref130"></nolink>
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: What Do We Know about How Women with Forced Migration Experiences Access Tertiary Education in Resettlement Contexts? A Scoping Study
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Burke%2C+Rachel%22">Burke, Rachel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6753-4416">0000-0002-6753-4416</externalLink>)<br /><searchLink fieldCode="AR" term="%22Baker%2C+Sally%22">Baker, Sally</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9143-5816">0000-0001-9143-5816</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hartley%2C+Lisa%22">Hartley, Lisa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1812-1279">0000-0002-1812-1279</externalLink>)<br /><searchLink fieldCode="AR" term="%22Field%2C+Rebecca+Soraya%22">Field, Rebecca Soraya</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0223-3361">0000-0003-0223-3361</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Gender+and+Education%22"><i>Gender and Education</i></searchLink>. 2023 35(3):215-233.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Land+Settlement%22">Land Settlement</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Reports%22">Research Reports</searchLink><br /><searchLink fieldCode="DE" term="%22Caregivers%22">Caregivers</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Role%22">Sex Role</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Background%22">Educational Background</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+Culture%22">Organizational Culture</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/09540253.2022.2147488
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0954-0253<br />1360-0516
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: There has been a growth of scholarly interest in the experiences of people with refugee and asylum seeker backgrounds as they seek to access tertiary education in resettlement. While gender is frequently identified as a key factor that impacts equitable participation in tertiary studies, the educational challenges for women with forced migration experiences (WFME) are often incidentally identified, rather than a targeted focus of inquiry. Here, we map the scholarly literature that explicitly focuses on the tertiary educational experiences of WFME, using a scoping study methodology (Arksey and O'Malley 2005) to explore current understandings and suggest future research directions. In analysing WFME-focused literature spanning the last ten years, we consider what is known about the barriers and facilitators to engagement, and the ways in which gendered experiences intersect with issues of language, culture, and socioeconomic and visa status to create particular constellations of gendered disadvantage that are specific to WFME.
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1380486
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        Value: 10.1080/09540253.2022.2147488
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 215
    Subjects:
      – SubjectFull: Females
        Type: general
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Refugees
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Land Settlement
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Educational Experience
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Cultural Differences
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Barriers
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      – SubjectFull: Research Reports
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      – SubjectFull: Caregivers
        Type: general
      – SubjectFull: Sex Role
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      – SubjectFull: Disadvantaged
        Type: general
      – SubjectFull: Prior Learning
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      – SubjectFull: Educational Background
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      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Organizational Culture
        Type: general
    Titles:
      – TitleFull: What Do We Know about How Women with Forced Migration Experiences Access Tertiary Education in Resettlement Contexts? A Scoping Study
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            NameFull: Hartley, Lisa
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            NameFull: Field, Rebecca Soraya
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            – Type: volume
              Value: 35
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Gender and Education
              Type: main
ResultId 1