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Data were collected from forty students, school leadership, teachers, parents, and community leaders through focus groups, individual interviews, and observations. Findings show that academic, economic, and psychosocial challenges hinder students’ integration and coping, reducing socio-economic opportunities in host-country settings. 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The study used five focus groups, individual interviews, and school and classroom observations.",{"name":119,"@type":110,"acceptedAnswer":120},"What barriers and impacts were identified in the results?",{"text":121,"@type":113},"Academic, economic, and psychosocial challenges undermined students’ ability to integrate and cope well, contributing to reduced socio-economic opportunities and high dropout and social alienation risks.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597334,1792191565,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Educational Needs and Barriers for African Refugee Students in Manitoba  \nYatta Kanu University of Manitoba  \nThis study investigated the educational needs and barriers for diverse African refugee students in two inner‐city high schools in Manitoba. Forty African refugee students, two principals, eight teachers, four parents, and four community leaders participated in the study. Five focus groups, individual interviews, and school and classroom ob‐ servations were used to collect data. Results revealed that academic, economic, and psychosocial challenges facing African refugee students adversely affected their abil‐ ity to integrate and cope well in school, thereby significantly reducing their socio‐ economic opportunities. Policy implications and urgent reform measures such as forgiveness of refugee resettlement loans and better housing in safer neighbourhoods are suggested.  \nKey words: War‐affected African refugee students educational needs, educational barriers,refugee student support programs, social integration and educational suc‐ cess.  \nDans cet article, l’auteure analyse les besoins en éducation et les difficultés des élèvesréfugiés venant du continent africain et fréquentant deux écoles secondaires situées dans des quartiers pauvres au Manitoba. Quarante élèves africains, tous des réfugiés, deux directeurs d’école, huit enseignants, quatre parents et quatre leaders communautaires ont participé à cette étude. Cinq groupes de discussion, des entrevues individuelles et des séances d’observation dans l’école et en classe ont été utilisés pour réunir les données. Les résultats indiquent que les défis scolaires, économiques et psychosociaux auxquels font face ces jeunes africains réfugiés affectent leur aptitude à bien s’intégrer et s’adapter à l’école, ce qui a pour effet de réduire nettement leurs possibilités socioéconomiques. L’auteure suggère des changements au niveau des politiques ainsi que des mesures de réforme urgentes, telles l’exonération du remboursement des prêts consentis pour l’aide à l’établissement des réfugiés et l’amélioration des conditions de logement et ce, dans des quartiers plus sûrs.  \nMots clés : besoins en éducation des élèves réfugiés provenant de pays africains en guerre, obstacles à l’éducation, programmes d’assistance à l’intention des élèves réfugiés, intégration sociale, réussite scolaire  \n_____________________________  \nCANADIAN JOURNAL OF EDUCATION 31, 4 (2008): 915-940  \nGlobally, an unprecedented increase in the number of refugee students of African origins in major cities has occurred in countries around the world, especially such countries as the United States, Canada, United Kingdom, and Australia (Biles, Tolley, & Zamprelli, 2006) . Research, however, indicates that this increase has generally not been accompanied by appropriate educational and other specialized support specifically targeted to assist the acculturation, integration, and school success of students who are from war-affected, disrupted schooling backgroundsand whose culture, ethnicity, language, and religion are significantly different from those of the mainstream in the host countries. Sporadically available in some schools are generic refugee support programs that are uninformed by input from the refugees themselves or research on the effectiveness of these programs for particular groups of refugee students (author’s observation) . This lack of informed and targeted educational support, along with various forms of documented discrimination against African refugee students in host countries (McBrien, 2005) may account for the dramatic school dropout rates and social alienation observed among this group, thereby significantly reducing the economic and social opportunities available to them in their new countries.  \nThis article identifies the educational needs of African refugee students, and recommends what policy-makers, schools, teachers, and other service providers could do to facilitate the acculturation, socia","cbCaisfZy2ua5gfe","https://ap.wps.com/l/cbCaisfZy2ua5gfe","pdf",232120,26,"English","# Research Problem and Study Rationale\n## Study purpose, participants, and data collection\n## Key findings and implications","[{\"question\":\"What problem does the study address about African refugee students in Manitoba?\",\"answer\":\"It examines the educational needs and barriers affecting African refugee students’ ability to integrate and succeed in school in Manitoba’s inner-city high schools.\"},{\"question\":\"How was the study data collected and who participated?\",\"answer\":\"Forty African refugee students, two principals, eight teachers, four parents, and four community leaders participated. The study used five focus groups, individual interviews, and school and classroom observations.\"},{\"question\":\"What barriers and impacts were identified in the results?\",\"answer\":\"Academic, economic, and psychosocial challenges undermined students’ ability to integrate and cope well, contributing to reduced socio-economic opportunities and high dropout and social alienation risks.\"}]","Educational Needs and Barriers for African Refugee Students in Manitoba | PDF",1792084832,66]