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ERIC Number: ED550259
Record Type: Non-Journal
Publication Date: 2011
Pages: 310
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-8952-5
ISSN: N/A
Refugees Negotiating Academic Literacies in First-Year College: Challenges, Strategies, and Resources
Hirano, Eliana K.
ProQuest LLC, Ph.D. Dissertation, Georgia State University
The growing number of language minority students graduating from a U.S. high school and entering college has motivated many studies. These students are often referred to as "Generation 1.5", a term that loosely indicates they arrived in this country at an early age and had most of their education in U.S. K-12 settings. The studies that have focused on this population often group refugees with other immigrants. Although refugees may not have arrived in this country at an early age, those coming from war torn countries as teenagers have often had their formal education interrupted in their home countries with the result that schooling in the U.S. comprises most, if not all, of their education. The purpose of the current study was to investigate how refugee students experience academic literacy practices in their first year of college, the challenges they face in this process, and the resources and strategies they use to cope with postsecondary reading and writing demands. In order to carry out this investigation, a qualitative year-long multiple-case study (Duff, 2008) was conducted. Participants were seven refugee students attending a small liberal arts college. Data collection involved interviews with the focal participants and faculty, class observations, and written documents. Findings revealed that all seven participants were successful completing their first year in college, passing all the classes they registered for. At the same time, the day-to-day struggle to keep up and cope with reading and writing assignments presented these students with several challenges resulting from their still developing English language proficiency, lack of background knowledge, and unfamiliarity with academic genres, to name a few sources of difficulty. These challenges were offset by the motivation showed by the seven participants and their ability in developing coping strategies and drawing upon the resources made available to them. Repeated use of resources and uncritical acceptance of support, however, sometimes yielded undesirable results. The findings indicate that many of the strategies used by the participants involved peers, tutors, and professors who, within the supportive college environment, offered these students the assistance they needed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A