Today, more than 70 million people globally are classified as displaced and another 25.4 million are classified as refugees. Among refugee populations, only 3% will access higher education (UNHCR in Tertiary education, 2020. https://www.unhcr.org/en-us/tertiary-education.html ). Those left behind include the resettled refugee population in the USA, who are simultaneously included and excluded from higher education (AACRAO in Supporting Syrian refugee access to US higher education, 2016. https://www.aacrao.org/resources/newsletters-blogs/aacrao-connect/article/supporting-syrian-refugee-access-to-u-s–higher-education ). This paper argues that while many higher education institution (HEI) initiatives do address this issue, a lack of awareness and absence of a standardized protocol itemizing the specific needs of this population further excludes them from accessing and succeeding in higher education. This paper first outlines the specific needs of resettled refugee students and the barriers they face trying to access higher education. Second, it examines how HEIs in the USA have worked to promote the access, inclusion, and success in higher education of refugee students who have already been resettled in the USA. Third, it provides policy recommendations for additional support mechanisms that should be considered for students from refugee backgrounds. The findings, conceptualized within a capabilities and social justice perspective, indicate that initiatives established by HEIs with external partners have the potential to provide access channels for resettled refugees to enter tertiary education.

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包括但不包括：美国重新安置难民的高等教育悖论

今天，全球有超过 7000 万人被归类为流离失所者，另有 2540 万人被归类为难民。在难民人口中，只有 3% 的人会接受高等教育（UNHCR 高等教育，2020 年。https://www.unhcr.org/en-us/tertiary-education.html）。留下的人包括在美国重新安置的难民人口，他们同时被纳入和排除在高等教育之外（AACRAO 支持叙利亚难民获得美国高等教育，2016 年。https://www.aacrao.org/resources/newsletters-blogs /aacrao-connect/article/supporting-syrian-refugee-access-to-us-higher-education ）。本文认为，虽然许多高等教育机构 (HEI) 举措确实解决了这个问题，缺乏意识和没有详细列出这一人群具体需求的标准化协议进一步使他们无法接受高等教育并取得成功。本文首先概述了重新安置的难民学生的具体需求以及他们在接受高等教育时面临的障碍。其次，它考察了美国的高等教育机构如何努力促进已经在美国重新安置的难民学生获得高等教育的机会、包容和成功。第三，它为应考虑为来自难民背景的学生考虑的额外支持机制提供了政策建议。从能力和社会正义的角度概念化的调查结果，