ABSTRACT

Insights revealed about strengths in navigational strategies yielded from a larger study on refugee-background college students prompted an examination of the same phenomena from the perspective of a high school refugee on her path to college. Htun, a high school senior and Karen refugee, faced repeated exclusion, resulting in her feeling silenced and/or silencing herself, which in turn excluded her from interactions related to school and school culture and thus valuable resources necessary for academic success. Htun’s stories remind us that college readiness is not merely a collection of skills that can be measured; it is a social and cultural process, both of which stem from access to language and literacy processes.

摘要

一项针对难民背景的大学生的大型研究揭示了导航策略的优势，这促使我们从一名高中难民上大学的角度审视了同样的现象。Htun 是一名高中生和克伦难民，她面临着反复的排斥，导致她感到沉默和/或沉默自己，这反过来又将她排除在与学校和学校文化相关的互动之外，从而排除了学业成功所必需的宝贵资源。Htun 的故事提醒我们，大学准备不仅仅是可以衡量的技能集合；它是一个社会和文化过程，两者都源于语言和识字过程。