Refugees in Higher Education: Questioning the Notion of Integration (Higher Education Research and Science Studies)

This edited volume addresses critical issues surrounding higher education access for students of refugee backgrounds. It combines a variety of theoretical and methodological perspectives on the challenges, opportunities, experiences and expectations of refugee students, as well as some of the institutional frameworks that facilitate their access to higher education. Following a critical discussion of the notion of ‘integration’, the team of authors who are made up of academics and refugee students critically investigate higher education as an objective of as well as a means to greater inclusion and integration. Contents Teil I Editorial Section 1 Introduction: Refugees in Higher Education—Questioning the Notion of Integration 1 Dynamics Of Integration—Introducing the Symposium 2 State of Research 3 Introducing the Research Papers 4 Some Implications for Further Research and Development 2 Higher Education and Study Preparation from the Perspective of Refugee Students in Germany 1 Pizzo: Vorbereitung für das Symposium 2 N. Kara 3 Abedallah Abuhawa 3.1 Erfolgreicher Studiensteig durch Studienvorbereitung 3.2 Teil der Gesellschaft durch Teilhabe Teil I Empirical Research 3 Online Education, Offline Integration? Supporting Refugees’ Social Integration by Online Education 1 Introduction 2 Literature Review 2.1 Study Success and Dropout 2.2 Refugee and International Students in Germany 2.3 Support of Social Integration in Online Higher Education Environments 3 Research Context and Design 3.1 Research Context 3.2 Research Design & Methods 4 Research Results 4.1 The Broader Picture 4.2 In-depth Analysis 5 Discussion 5.1 Online Education vs. the Need for Offline Social Interaction 5.2 Social Integration vs. Other Needs 5.3 Microcosm Kiron vs. German Higher Education System 5.4 Locality vs. Translocality 5.5 Limitations 6 Conclusions 4 Refugee Students in German Higher Education: How Perceptions of Time and Language Impact on Academic Experiences 1 Introduction 2 Context 2.1 Background of the Study 2.2 Students from Refugee Backgrounds in (German) Higher Education 3 Methodology 3.1 Study Design 3.2 Instruments and Participants 3.3 Conceptual Frame and Data Analysis 3.4 Limitations 4 Results 4.1 The Impact of Language on (Perceptions of) Time 4.2 Increased Time Effort due to (Low) Language Proficiency 4.3 Self-perception and the Role of L1 Peers 4.4 Additional Time Pressure Due To Language: Effects and Reactions 4.5 The (Perceived) Impact of Time on Language 4.6 Time Pressure (and other Factors) Inhibiting Language Learning 4.7 Language Development Over Time 4.8 (Time) Management and Personal Approach 5 Discussion and Recommendations 5 From Refugee Programmes to a Benefit for All: The Extension of University Study Preparation Programmes to Other Target Groups in Germany 1 Introduction 2 Change as the Counterpart of Institutional Stability 3 Study Design 4 Factors Making a Transfer to Other Target Groups More or Less Likely 4.1 Utilitarian-Supported Persistence, Necessity for Change and Opportunities for Change 4.2 Functional-Supported Persistence, Necessity for Change and Opportunities for Change 4.3 Legitimation-supported Persistence, Necessity for Change and Opportunities for Change 4.4 Power-supported Persistence, Necessity for Change and Opportunities for Change 5 Conclusion 6 Refugee and Third-Generation Migrant Students in Comparison: Class Position and Integration Discourse 1 Introduction 2 Class Position and Social Equality as the Core of Integration Process 3 Literature Review and the Research Design 4 Refugee Students: Educational Trajectories Beyond the Nation-State Boundaries 4.1 Jiyan: “I have no Time to Think About the Integration” 4.2 Mahmud: “if you want to achieve something, you feel at home” 5 Third-Generation Migrant Students: Exhausting Investment for more Cultural Capital 5.1 Can: “Somehow Like an Internal Fight” 6 Discussion: A Comparison of the Habitus and Cultural Capital of the Refugee and Third-generation Migrant Students 7 Pedagogical Inferences for the Higher Education 7 “But I Am (not) from...”: A Qualitative Analysis of Intragroup Self-Differentiation Processes Among International Degree Seeking Students in Germany 1 Introduction 2 Case Study: International Students in Germany 3 A Qualitative Approach Embedded in a Mixed-Method Study 4 Preliminary Findings 4.1 Self-Differentiation Based on Legal Constraints 4.2 Self-Differentiation Based on Sense of Belonging to Subgroups 5 Implications and Outlook 8 Facilitating Access of Syrian Refugees to Higher Education in Turkey as an Instrument for Integration 1 Introduction 2 Integration, Social Cohesion, Inclusion 3 Syrian University Students in Turkish Universities 4 Elite Dialogue-II Survey: Methodology & Findings 4.1 Methodology 4.2 Elite Dialogue-II Survey Findings and Discussions 5 Concluding Remarks and Recommendations Teil I Desk Research 9 Admissions Policy and Practice Regarding Refugee Students in U.S. Higher Education: What is Known? 1 Introduction 2 Who is a “refugee” in the U.S. Context? 3 The Structure of U.S. Higher Education: A Brief Overview 4 Academic Documentation Requirements for Admission 5 Financing of an Education 6 Rationales: Why Reduce Structural Barriers? 7 Towards Greater Inclusion 10 The Politics of Restricted Meritocracy: Refugees in Higher Education in Germany 1 Introduction 2 How far have German Universities Come? Progress and Remaining Challenges 2.1 Challenges in the Field of Migration and Asylum 2.2 Challenges in the Field of Higher Education 3 Higher Education Programs for Refugees: Echo-chambers of German Asylum Policies? 4 Conclusion 11 Beyond “Integration”—Why There is More at Stake 1 Introduction 2 Integration: A Problematic Concept 3 What Else is at Stake: Systemic Issues 4 “Reverse Integration” 5 Alternative Concepts