Barriers to education and employment among Arabic speaking refugee and immigrant women

Abstract

PurposeDuring the refugee resettlement process, women are often subject to discriminatory policies, which may put them at risk of a difficult transition. This study aims to extend and contextualize previous findings documenting the barriers Arabic-speaking refugee and immigrant women face with regards to gaining education and employment.Design/methodology/approachThrough telephone-based surveys, the authors examined the social situations, barriers and assets to gaining education and employment among Arabic speaking refugee and immigrant women (N = 50) in North Carolina.FindingsFindings include barriers to education and employment such as the need for childcare, English proficiency and lack of transportation. Assets include connections to the community and special skills such as cooking and sewing.Research limitations/implicationsThis study has limitations such as a lack of representation among asylees, reliance on self-report and small sample size. Implications: this study’s findings have implications for community and medical providers’ efforts to assist refugees and immigrant’s women in education and employment and to close the gap in the social determinants of health as well as for research in this area. Minimizing the barriers that prevent them from learning English or attaining employment will require coordinated efforts across the local community, county and even the state.Practical implicationsThe findings from this study inform research that may be relevant to other communities seeking an understanding of the social challenges faced by Arabic-speaking refugees and immigrant women, Muslim and Christian.Originality/valueThis study adds important information about the health and social lives of an understudied population. The authors’ discuss the implications of these findings for community members and health practitioners to better assist this population in a successful resettlement process.