OBJECTIVES This pilot participatory action research (PAR) is aimed at increasing educational opportunities for refugee youth by demystifying higher education and providing relevant information. The project also aims to develop empirical knowledge regarding refugee youth's life trajectories and barriers to higher education, which informs collective action to enhance educational policies and programs for refugee youth. METHOD In collaboration with community and student organizations in a midwestern urban area of the United States, we organized a higher education pathway program for Congolese refugee youth and community leaders aspiring to pursue higher education. Seven individuals attended a 1-day program, with a workshop, campus tour, and meeting with university administrators, and participated, along with two others, in a life history calendar interview. This article analyzes the PAR processes and interviews with participants. RESULTS In addition to individual-level factors such as limited knowledge about college, various structural-level factors (i.e., school policies, procedures) impede education of refugee youth. Our analysis highlights the community as a source of both support and responsibility for refugee youth. Results show the need to educate the community about higher education but also the need to educate the university about refugee education and the community's pivotal role in doing so. CONCLUSIONS Our findings offer a three-level (individual, structural, and community) framework of education pathways for resettled refugees. A critical analysis of how factors at multiple levels interact and produce unique challenges and possibilities furthers the field of refugee studies and also informs more holistic, sustainable policies and programs for refugee education. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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试点参与性行动研究：社区作为刚果难民青年教育途径的中介。

目标 这项试点参与性行动研究 (PAR) 旨在通过揭开高等教育的神秘面纱并提供相关信息来增加难民青年的受教育机会。该项目还旨在发展关于难民青年的生活轨迹和高等教育障碍的经验知识，为加强难民青年教育政策和计划的集体行动提供信息。方法与美国中西部城市地区的社区和学生组织合作，我们为渴望接受高等教育的刚果难民青年和社区领袖组织了高等教育途径计划。七个人参加了为期 1 天的计划，包括研讨会、校园参观以及与大学管理人员会面，并与另外两人一起参加了，在生活史日历采访中。本文分析了 PAR 过程和与参与者的访谈。结果 除了个人层面的因素（如对大学知识有限）之外，各种结构层面的因素（即学校政策、程序）也阻碍了难民青年的教育。我们的分析强调社区是难民青年的支持和责任来源。结果表明需要对社区进行高等教育教育，但也需要对大学进行难民教育以及社区在此过程中的关键作用。结论 我们的研究结果为重新安置的难民提供了一个三级（个人、结构和社区）教育途径框架。对多层次因素如何相互作用并产生独特挑战和可能性的批判性分析促进了难民研究领域的发展，并为难民教育的更全面、可持续的政策和计划提供了信息。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。