避免困境：大学教育工作者对支持移民和难民学生完成高等教育过渡的看法

IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI:10.53761/1.20.6.19

S. Baker, M. Rose, Clemence Due, Prasheela Karan

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引用次数: 0

摘要

大学生公平群体经历了不公平的毕业生/就业结果。对于文化和语言边缘化的移民和/或难民学生（CALMMR）来说，这些挑战被放大了。因此，本研究旨在调查澳大利亚大学教育工作者对CALMMR学生从高等教育向就业过渡的看法。本研究采用混合方法，首先对大学教育工作者（n=40）进行调查，然后进行半结构化访谈（n=13）。研究结果强调，CALMMR学生在学习和职业生涯中需要专业的、多样化的支持。具体而言，学生们面临着额外的挑战，而这些挑战在分散的大学系统中是无法应对的。大学需要提供更全面、更有针对性、创伤知情和文化回应的支持，以解决CALMMR学生在研究生/就业结果方面的不平等问题。

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Avoiding stuck places: University educators’ views on supporting migrant and refugee students with transitioning through and out of higher education

University student equity cohorts experience inequitable graduate/ employment outcomes. These challenges are magnified for Culturally and Linguistically Marginalised Migrant and/or Refugee students (CALMMR). Consequently, this study aimed to investigate the views of Australian university educators on the transitioning of CALMMR students from higher education into employment. Employing mixed methods, this study commenced with a survey of university educators (n=40) followed by semi-structured interviews (n=13). Findings highlighted that specialised, diverse support is needed for CALMMR students across studies and into careers. Specifically, students faced additional challenges, which are not being met in a fragmented university system. Universities need to provide support that is more holistic, targeted, trauma-informed, and culturally responsive, to address the inequity in graduate/employment outcomes experienced by CALMMR students.

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来源期刊

Journal of University Teaching and Learning Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

18.80%

发文量

期刊介绍： The Journal of University Teaching and Learning Practice aims to add significantly to the body of knowledge describing effective and innovative teaching and learning practice in higher education.The Journal is a forum for educational practitioners across a wide range of disciplines. Its purpose is to facilitate the communication of teaching and learning outcomes in a scholarly way, bridging the gap between journals covering purely academic research and articles and opinions published without peer review.