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 o...
| Institutions: | University of New South Wales University of Adelaide |
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| Hoofdauteurs: | , , , |
| Gepubliceerd in: |
Journal of University Teaching & Learning Practice v.20 n.6 https://doi.org/10.53761/1.20.6.19
2023
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| Onderwerpen: | |
| Online toegang: | https://doi.org/10.53761/1.20.6.19 |
| Samenvatting: | 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. [Author abstract] |
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