Aspiration and Opportunity: First-Generation Immigrants and Refugees at Community College

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Community College Review Pub Date : 2021-10-01 DOI:10.1177/00915521211026680
Aaron Leo
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引用次数: 4

Abstract

Objective: This article explores the experiences of 32 first-generation immigrant and refugee students as they transition into and out of community college. The challenges students face and the resources on which they draw in their educational pursuits are viewed through Bourdieu’s theory of cultural capital. Method: This project utilizes an applied ethnographic approach that primarily elicited participant-observation and interview data. Results: Findings demonstrate that prospective community college students articulated uncertainty about the college process and concern over the quality of community colleges. Current and former community college students validated these concerns as they described their struggles to overcome both in- and out-of-school challenges. In many cases, such obstacles resulted in the leveling of previously high aspirations. Contribution: Although the growing number of immigrant and refugee students in the United States are disproportionately represented at community colleges, little is known about their experiences in these institutions. This article adds to our understanding of immigrant and refugee students’ experiences in community colleges through their own words.
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渴望与机遇:社区学院的第一代移民和难民
目的:本文探讨32名第一代移民和难民学生在社区大学学习和毕业过程中的经历。通过布迪厄的文化资本理论来看待学生在教育追求中所面临的挑战和所利用的资源。方法:该项目采用了一种应用的人种学方法,主要获取参与者的观察和访谈数据。结果:研究结果表明,未来的社区大学学生表达了对大学过程的不确定性和对社区大学质量的担忧。现任和前任社区大学学生在描述他们克服校内外挑战的努力时,证实了这些担忧。在许多情况下,这种障碍导致了以前的雄心壮志趋于平缓。贡献:尽管美国越来越多的移民和难民学生在社区大学的比例过高,但人们对他们在这些机构的经历知之甚少。这篇文章通过移民和难民学生自己的话增加了我们对他们在社区大学的经历的理解。
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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