Abstract The world currently has the highest documented level of displaced people in recorded history. This includes a large number of individuals who are spending their youth as asylum seekers or refugees, which often impedes their access to and engagement with educational pursuits. Given that education has been shown to be a fundamental factor to facilitative resettlement and acculturation for newly-arrived refugee families and individuals, continued research attempting to understand the barriers to accessing education is warranted. This study qualitatively examines the educational experiences (with a focus on access to education) of 10 refugee and asylum-seeking students in Australian tertiary education using thematic analysis on semi-structured interview data. Six themes were identified from the interviews as barriers to or facilitators in accessing education. These are: relationships, emotional well-being, logistics, knowledge, instability, and financial hardship. The findings from this study add to a limited empirical knowledge base on this topic, and improve our understanding of the experiences of accessing education for students with refugee backgrounds. This is discussed in relation to its implications for institutes and policy makers.

中文翻译：

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对澳大利亚难民和寻求庇护者的高等教育经验的质性探索

摘要世界上有记录的流离失所者数量最高。其中包括大量将青年时期用作寻求庇护者或难民的个人，这通常会阻碍他们获得教育事业并参与其中。鉴于教育已被证明是新来的难民家庭和个人便利安置和适应的基本因素，因此有必要继续进行研究以试图了解获得教育的障碍。这项研究通过对半结构化访谈数据的主题分析，定性地考察了10名接受澳大利亚高等教育的难民和寻求庇护学生的教育经历（侧重于获得教育的机会）。访谈中确定了六个主题，它们是获得教育的障碍或促进者。它们是：人际关系，情感健康，后勤，知识，不稳定和财务困难。这项研究的发现增加了关于该主题的有限的经验知识，并增进了我们对难民背景学生接受教育经历的理解。讨论了其对机构和政策制定者的影响。