Impact of Immigration Status on Students from Asylum-Seeking Backgrounds in Higher Education: A Systematic Review

Background and Purpose:

Higher education (HE) can be an effective vehicle for integration of refugees and asylum-seekers. While there is a growing body of research that focuses on experiences of students from refugee backgrounds, little is known about the experiences of asylum-seeking students in HE, especially in the U.S. The U.S. is doing significantly less to support asylum seekers, with only about 25,000 people being granted affirmative or defensive asylum in 2016, compared to the approximate 3 million asylum-seekers worldwide. To address the lack of government involvement in the context of the current enormous displacement of people, colleges could provide vital support to forced migrants. This systematic literature review synthesized research on experiences of students from asylum-seeking backgrounds in Western countries to identify challenges in accessing and getting HE by these students; and good practices of colleges and universities that could be researched and adapted to the U.S. context.   

Methods:

Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) steps were followed to identify relevant studies. Pre-identified search terms and inclusion and exclusion criteria were used in searching social science academic databases. Google Scholar and reference lists of key manuscripts were also used to identify additional studies. The search produced 114 studies published between 1990 and 2019 in Australia, Canada and Europe. Three independent readers reviewed the articles against the eligibility criteria that focused on students from asylum-seeking backgrounds in western HE. A final sample of eleven peer-reviewed articles was selected, including three review and concept articles, four qualitative studies and four mixed-method studies.     

Findings:

The extracted main themes in the selected studies identified specific barriers and challenges asylum-seeking students face, including financial support, recognition of previous education, housing; English language proficiency; psychological trauma, depression, isolation, anxiety; child care; precarious legal status; and the impact of gender on accessing equal protections. HE institutions in most EU countries do not provide tailored services to asylum-seekers. Germany and Australia have some successes in supporting these students through local and national initiatives and policies.

Conclusions and implications:

Studies from Australia and Europe identify good practices in three domains: linguistic support, financial support and guidance services. The following recommendations shared across studies can further guide U.S. research and improve social work practice: ensure that asylum seekers have access to student supports on par with other students; provide scholarships and fee waivers; provide accurate advice on HE rights and entitlements available; work closely with specialist refugee support organizations to build capacity among student support workers and careers advisers; provide alternative routes to formal HE entry qualifications; involve people with lived experience of seeking asylum to inform policy and practice in HE; appoint a staff member to assist students from asylum-seeking backgrounds, train all front-line staff on issues dealing with people seeking asylum; and provide specific mental health and counseling services. More research is needed to understand the unique needs and challenges of students of asylum-seeking backgrounds in HE, especially in the U.S; and to use such data to challenge and change current migration narratives.