Understanding and responding to Afghan female refugee educational needs as they pursue higher education at a California community college.
Published Web Location
https://doi.org/10.5070/B5.42492
Abstract
The purpose of this study was to understand the educational needs of Afghan women refugees attending community college. Knowing this student population’s needs could allow educators and educational leaders to create more equity-minded support. A qualitative study with a narrative approach was conducted with four Afghan female participants who identified themselves as refugees. Yosso’s (2005) community cultural wealth theory was used as the theoretical framework to guide this study. Data analysis of the women’s narratives revealed the significance of their families’ and the Afghan community’s support when pursuing higher education. The women’s personal strengths: positive, motivated, persistent, intelligent, and giving surfaced during the research. The study also revealed the college resources that help refugee women persist in college.