2026-09-21T18:59:57Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/124215 2024-09-16 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Kang, Hyun-Sook Kang, Hyun-Sook Herrera, Linda Witt, Allison Hinze-Pifer, Rebecca 2024-05 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms The student, Gina Karlin, accepted the attached license on 2024-03-28 at 10:40. The student, Gina Karlin, submitted this Dissertation for approval on 2024-03-28 at 11:17. This Dissertation was approved for publication on 2024-04-02 at 14:53. DSpace SAF Submission Ingestion Package generated from Vireo submission #20270 on 2024-09-16 at 00:33:35 Examining refugees’ access to education in a transitory host country Karlin, Gina 2024-04-02 Refugees Refugee Learning Center Education Access Capability Approach Social Capital Theory Pathway Programs Secondary Education Tertiary Education Qualitative Content Analysis This qualitative case study explores refugees’ access to secondary and tertiary education in the context of a refugee learning center in Indonesia as a transitory country. Using tenets of the capability approach and the social capital theory, the study examines how a refugee learning center helps fulfill refugees’ capabilities and facilitates the development of social capital for refugees by providing secondary and tertiary education pathway programs as well as how the center sustains the programs over time. To this end, the study drew on multiple publicly available data sources (e.g., annual reports, stories, audiovisual and digital sources, archival records, artifacts) produced by a refugee learning center and its support networks, which made it possible to conduct an in-depth analysis. A qualitative content analysis suggested that the pathway programs offered by the center could not only help refugees attain educational goals but also assist in fulfilling their capabilities such as applying to universities, enhancing resumes, building resilience, improving well-being, and becoming more employable due to having an internationally accepted credential. The study also illustrated how bonding social capital (e.g., opportunities for leadership, empowerment, and well-being) and bridging social capital (e.g., social spaces, intercultural exchange and integration activities, and teacher support) were developed. Likewise, the center was using aspects of linking social capital (e.g., advocacy endeavors and partnerships) in addition to human resource initiatives to sustain the programs. Overall, the findings provide insights into how a refugee learning center helps create environments to promote refugees’ sense of belonging and mitigate barriers to accessing education in a transitory host country. The implications for research, practice, and policy were discussed so that stakeholders could work collaboratively to transform recommendations into effective action that can enhance the capabilities and social capital of refugees currently in Indonesia and possibly elsewhere. Text eng https://hdl.handle.net/2142/124215 Copyright 2024 Gina Karlin Ed.D. Dissertation Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Educ Policy, Orgzn & Leadrshp