Representations of Higher Education for Female Refugees in the United States

dc.contributor.advisorBaily, Supriya
dc.contributor.authorKruczek, Shelby
dc.creatorKruczek, Shelby
dc.date2020-05-06
dc.date.accessioned2021-01-29T13:10:51Z
dc.date.available2021-01-29T13:10:51Z
dc.description.abstractThis 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.
dc.identifier.urihttps://hdl.handle.net/1920/11939
dc.subjectRefugee student
dc.subjectRefugee education
dc.subjectHigher education
dc.subjectFemale refugee
dc.subjectCollege access
dc.subjectUnderrepresented student population
dc.titleRepresentations of Higher Education for Female Refugees in the United States
dc.typeThesis
thesis.degree.disciplineInterdisciplinary Studies
thesis.degree.grantorInterdisciplinary Studies
thesis.degree.levelMaster's
thesis.degree.nameMaster of Arts in Interdisciplinary Studies

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