Abstract
ABSTRACT For refugees, education provides life-changing opportunities, including tools for effective social integration. This study explores higher education (HE) participation among refugee-background African youth in Australia. Drawing on policy review, national HE statistics and population census data, and using theoretical insights from critical sociology and a capability approach to social justice, the article (a) maps trends of HE participation, and (b) sheds light on policy silences and alternatives. The findings show that only one in ten refugee-background African youth (aged 18–30) transitioned to HE within the first five years of their arrival. The group also lagged well behind the general population in terms of undergraduate course completion. In light of these concerns, the article calls for expanding the educational capabilities of the refugee youth, specifically highlighting the need for policy recognition, early intervention, and substantive opportunities that can be converted into valued outcomes.
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