Enabling Pathways for Students from Refugee and Asylum-Seeker Backgrounds in Higher Education: Aspirations about Progression to Postgraduate Studies

Abstract

University students from refugee and asylum-seeker backgrounds (SRABs) have unique resettlement experiences related to disrupted education, family expectations, financial pressures, and visa uncertainty. These arduous experiences often translate into a strong determination to access education and persevere with tertiary studies. Supportive educational trajectories are crucial to increase social cohesion and help redress the personal and social disadvantages SRABs face. Yet, there is virtually no attention paid to aspirations about progression to postgraduate studies despite the diverse aspirations and talents of many. This article reports on a qualitative study that explored the perspectives of six SRABs and two academics at an Australian university on aspirations to postgraduate studies. Participants identified several obstacles and opportunities at personal, institutional, community, and policy levels. Many existing recommendations in the enabling pathways literature focus on what universities could do differently, but we argue for a whole-of-person approach that considers institutional as well as personal issues, to increase prospects of SRABs progressing to postgraduate studies. Universities can assist with better institutional support structures, mentoring, raising staff awareness about SRABs, and financial aid. While institutions might not be able to directly address financial, visa, and personal concerns, universities can implement simple strategies to minimise their impact.