Barriers to Higher Education for Asylum Seeking Students from Central Africa

Background and Purpose Large-scale conflict and civil unrest in war torn nations in certain has swelled the numbers of those seeking asylum. Many seeking asylum have psychological trauma, a lack economic resources, and uncertainty of the future. One critical factor in achieving success is attainment of higher education. Research has documented the challenges refugees and asylum seekers face pursuing higher education in the U.S., including lack of information, financial need, language skills and academic preparation. However, with the number of conflicts and rapid increase in those seeking refuge the importance of gaining deep understanding of the experiences of this diverse and vulnerable population becomes more urgent.  This study fills a gap in the literature by examining the barriers asylum-seeking students face in higher education by asking the research question: What is the lived experience of asylum-seeking students enrolled in higher education?

Methods: This study utilizes qualitative data from two focus groups held with asylum seeking students from central African nations embroiled in conflict who were enrolled in post secondary education (N=16). Hermeneutic phenomenology was selected as a method of analysis to gain understanding of the essential meaning of lived experiences from participants' perspective and descriptions.

Results:  Several key themes emerged:

• Importance of support: finding at least one person or program that provided ESL instruction, emotional support and access to the financial resources they needed to attend college.
• Faith: a strong belief in God their own abilities that helped them stay positive and motivated. Participants remained undeterred and optimistic despite obstacles.
• Family: the value of education was instilled from an early age by parents and others, which is a motivator; being separated from family is a challenge and inspired them to crate families with others who came unaccompanied.
• Crossing the cultural divide: The participants spoke of a need to be proficient in English, and also identified some American cultural values that may be contradictory to their values such as formality and focus on the individual.
• Asylum status: participants felt they can’t be like everyone else; having status is essential to a secure future.

Conclusions and Implications:

Asylum seekers leave their home country out of necessity with little preparation, resources, or knowledge of where they will live or what to expect. Some arrive unaccompanied; an added stress to what is already traumatic, causing them to navigate without the love and support of their families. Results from this study suggest that higher education is seen as the key to their future, ability to survive and thrive, and help their family. Despite enormous obstacles, participants demonstrated tenacity, resiliency and optimism.  Social workers are well positioned to support the educational ambitions of asylum seeking students and utilize their determination to succeed. Strategies should include advocacy for financial resources, legal status, and counseling to deal with past trauma and the challenges of making a new life. Additionally, social workers must gain knowledge of cultural differences and historic and political circumstances in the nations where asylum seekers come from to better support their transition and needs.