Abstract:
This thesis describes the qualitative experiences of women with a refugee background as
they pursued a college education in the Washington, D.C. Metro region. Conducted with
five female refugee participants who were currently enrolled or aspiring to enroll in a
community college or university, narrative interviews shed light on their experiences and
attitudes related to higher education. A literature review contextualizes the challenges
related to access and retention for refugee students as a marginalized college student
population in the United States and abroad. Bronfenbrenner’s (1995) ecological systems
model serves as a guiding conceptual framework for the research analysis, which
describe themes of identity development, transitions, social responsibility, and the value
of education. Despite significant hardships in their educational journeys, participants
were largely hopeful about the role of college in their lives and were eager to use their
education to make a positive difference in their communities. The findings benefit policy,
practice, and scholarship on access and support for refugee students in higher education.
