Advertisement

Being a Refugee University Student in Turkey from the Perspective of Syrian Female Students

  • Şefika Şule Erçetin
  • Sevda Kubilay
Conference paper
Part of the Springer Proceedings in Complexity book series (SPCOM)

Abstract

The aim of this study is to view higher education opportunities and problems from the point of Syrian female students. The research is designed as a qualitative research conducted with descriptive analysis. Ten volunteer female Syrian university students participated in the study. An interview form, including open-ended questions, was used as a data collection tool. The data was collected by focus group meeting. Findings indicate that Syrian students have difficulties in enrollment to higher education institutions. When they become a university student, it is not easy for them to follow courses and take notes due to lack of language skills. Financial problems are also hindrances to attend higher education. Another dimension of being a refugee student is social exclusion which prevents a healthy integration process; as a result most of the students feel alienation towards the society. Social isolation is sometimes seen as self-protection tactic for refugee students. The society should be encouraged to embrace Syrian students and show positive attitudes and empathy. In the same way, the students should be provided with optimum conditions to continue their education.

Keywords

Higher education Syrian female students Syrian university students Higher education opportunities for refugee students 

References

  1. Aktaş, A. (2016). Syrian Women Refugees in Turkey: The Case Study of Kilis. İstanbul Bilgi Üniversitesi Sosyal Bilimler Enstitüsü Medya ve İletişim Sistemleri Anabilim Dalı, Yüksek Lisans Tezi, İstanbul.Google Scholar
  2. Ankaralı, H., Pasin, Ö., Karacan, B., Tokar, M., Künüroğlu, M., Çaça, M., Özislam, M. E., & Şahingöz, N. (2017). Üniversite öğrencilerinin Türkiye’deki Suriyeli sığınmacılara bakış açısı. Düzce Üniversitesi Sağlık Bilimleri Dergisi, 7(3), 122–132.Google Scholar
  3. Arlı, E. (2013). Barınma yerinin üniversite öğrencilerinin kişisel ve sosyal gelişim ve akademik başarı üzerindeki etkilerinin odak grup görüşmesi ile incelenmesi. Yükseköğretim ve Bilim Dergisi, 3(2), 173–178.Google Scholar
  4. Biçer, N., & Alan, Y. (2017). An action research investigating the needs of Syrian students learning Turkish as a foreign language. International Online Journal of Educational Sciences, 9(3), 862–878.Google Scholar
  5. Buz, S. (2006). Kadın ve Göç İlişkisi: Sığınan ve Sığınmacı Kadınlar Örneği. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Hizmet Anabilim Dalı, Doktora Tezi, Ankara.Google Scholar
  6. Demir, O. (2010). Nitel Araştırma Yöntemleri. In K. Böke (Ed.), Sosyal Bilimlerde Araştırma Yöntemleri. İstanbul: Alfa.Google Scholar
  7. Deniz, T. (2014). Uluslararası göç sorunu perspektifinde Türkiye. TSA, 18(1), 175–204.Google Scholar
  8. Deniz, O., & Etlan, E. (2009). Kırdan kente göç ve göçmenlerin uyum süreci üzerine bir çalışma: Van örneği. Uluslararası İnsan Bilimleri Dergisi, 6(2), 472–498.Google Scholar
  9. Dryden-Peterson, S., & Giles, W. (2010). Introduction: Higher education for refugees. Refuge, 27(2), 3–9.Google Scholar
  10. Felix, V. R. (2016). The experiences of refugee students in United States postsecondary education, Dissertation, Graduate College of Bowling Green State University, USA.Google Scholar
  11. Fricke, A. (2016). Regional opportunities and challenges for Syrian students. In Publications of Institute of International Education: Supporting Displaced and Refugee Students in Higher Education: Principles and Best Practices. https://www.iie.org/Research-and-Insights/Publications/Supporting-Displaced-and-Refugee-Students-in-Higher-Education
  12. Morrice, L. (2013). Refugees in higher education: Boundaries of belonging and recognition, stigma and exclusion. International Journal of Lifelong Education, 32(5), 652–668.CrossRefGoogle Scholar
  13. Pinson, H., & Arnot, M. (2010). Local conceptualisations of the education of asylum-seeking and refugee students: From hostile to holistic models. International Journal of Inclusive Education, 14(3), 247–267.CrossRefGoogle Scholar
  14. Sandhu, D. S., & Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75, 435–448.CrossRefGoogle Scholar
  15. Sezgin, A. A., & Yolcu, T. (2016). Göç ile Gelen Uluslararası Öğrencilerin Sosyal Uyum ve Toplumsal Kabul Süreci. Humanitas, 4(7), 419–438.Google Scholar
  16. Student, R., Kendall, K., & Day, L. (2017). Being a refugee university student: A collaborative auto-ethnography. Journal of Refugee Studies, 30(4), 580–604.  https://doi.org/10.1093/jrs/few045.CrossRefGoogle Scholar
  17. Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39–56.CrossRefGoogle Scholar
  18. Topkaya, Y., & Akdağ, H. (2016). Sosyal Bilgiler Öğretmen Adaylarının Suriyeli Sığınmacılar Hakkındaki Görüşleri (Kilis 7 Aralık Üniversitesi Örneği). Çankırı Karatekin Üniversitesi SBE Dergisi, 7(1), 767–786.Google Scholar
  19. United Nations High Commissioner for Refugees. (1951). The 1951 Refugee Convention, UNHCR, http://www.unhcr.org/1951-refugee-convention.html (accessed Jan 2 2018).
  20. Yıldırım, A., & Şimşek, H. (2011). Nitel Araştırma Teknikleri. Ankara: Seçkin Yayınevi.Google Scholar
  21. Yıldız, Ö. (2013). Türkiye kamplarında Suriyeli sığınmacılar: Sorunlar, beklentiler, Türkiye ve gelecek algısı. Sosyoloji Araştırmaları Dergisi, 16(1), 141–169.Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2019

Authors and Affiliations

  • Şefika Şule Erçetin
    • 1
  • Sevda Kubilay
    • 2
  1. 1.International Science Association-Ankara, TurkeyHacettepe UniversityAnkaraTurkey
  2. 2.Niğde Omer Halisdemir UniversityNiğdeTurkey

Personalised recommendations