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dc.contributor.authorGower, Shelley
dc.contributor.authorDantas, Jaya A R
dc.identifier.citationGower, S. and Dantas, J.A.R. 2021. Stigma, stereotypes and support: the 3S in navigating complex journeys from Intensive English Centres to higher education for students from refugee backgrounds in Australia. Australian Educational Researcher.

This study examined the experiences of students from refugee backgrounds (SfRBs) as they transitioned from Intensive English Centres (IECs) based at metropolitan high schools in Western Australia (WA) into higher education. Focus group discussions revealed that SfRBs were highly motivated and held aspirations for completion of tertiary study. Enabling factors included a supportive IEC environment, social and family support and tailored university enabling courses. However, students also faced barriers such as competing priorities, learning difficulties remaining undiagnosed and standardised testing. Individual in-depth interviews with key informants provided context and policy perspectives, such as the impact of settlement service policy changes on the provision of adequate services. There is limited literature on the experiences of students transitioning from IECs through the Australian education system. The findings of this study help to critically understand the unique experiences of young people from refugee backgrounds navigating the WA education system and reiterate the need for inclusive and supportive policies. Recommendations for universities and future research include the development of culturally appropriate tools to identify learning difficulties in SfRBs, and capturing the knowledge and capacity of IEC educators.

dc.subjectSocial Sciences
dc.subjectEducation & Educational Research
dc.subjectIntensive English Centre
dc.subjectHigher education
dc.titleStigma, stereotypes and support: the 3S in navigating complex journeys from Intensive English Centres to higher education for students from refugee backgrounds in Australia
dc.typeJournal Article
dcterms.source.titleAustralian Educational Researcher

This is a post-peer-review, pre-copyedit version of an article published in Australian Educational Researcher . The final authenticated version is available online at:

curtin.departmentCurtin School of Nursing
curtin.departmentOffice of the Pro Vice Chancellor Health Sciences
curtin.accessStatusOpen access
curtin.facultyFaculty of Health Sciences
curtin.contributor.orcidGower, Shelley [0000-0001-9663-0207]
curtin.contributor.orcidDantas, Jaya A R [0000-0002-0625-4330]
curtin.contributor.scopusauthoridGower, Shelley [55329299100]
curtin.contributor.scopusauthoridDantas, Jaya A R [23102432500]

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