Creating alternate futures through higher education

the refugee mentoring program

Sonal Singh*, Ruth Tregale, Jane Wallace, Gail Whiteford

*Corresponding author for this work

    Research output: Chapter in Book/Report/Conference proceedingChapter

    3 Citations (Scopus)

    Abstract

    The transition from high school to university can be challenging and demanding for both young people and their families when even the most supportive conditions exist. For young people who have been through the refugee process, it can be particularly fraught for a number of reasons. These may include, e.g., challenges associated with the development of language competence, coping with posttraumatic stress disorder and its various manifestations, and dealing with significant differences in cultural expectations between family and school. In this chapter we present a case study of a university/school collaborative mentoring program that targeted young people from refugee backgrounds in Western Sydney, Australia. Issues associated with development and implementation of the program are presented and discussed, along with evaluative data on program effectiveness.
    Original languageEnglish
    Title of host publicationBridges, pathways and transitions
    Subtitle of host publicationinternational innovations in widening participation
    EditorsMahsood Shah, Gail Whiteford
    Place of PublicationCambridge, MA
    PublisherChandos Publishing
    Chapter5
    Pages69-86
    Number of pages18
    ISBN (Electronic)9780081019221
    ISBN (Print)9780081019214
    DOIs
    Publication statusPublished - 2017

    Keywords

    • students from refugee backgrounds
    • mentoring
    • university mentors

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