Date of Award

January 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Bonni Gourneau

Abstract

This qualitative study examined the teaching and learning strategies used by highereducation faculty to support refugee students at a Midwestern university. Recognizing that refugee students bring diverse cultural, linguistic, and experiential backgrounds to academic environments, this research examined how instructional practices can either promote or hinder their educational success. Traditional teaching methods often fall short in addressing the complex needs of this student population. Using Yosso’s Community Cultural Wealth Framework, Bourdieu’s Theory of Cultural Capital, and Resilience Theory, this study analyzed the narratives of refugee students to uncover how their lived experiences influenced their educational journeys. Findings revealed that refugee students will have a better opportunity to excel in learning environments characterized by visual, hands-on, collaborative instruction supported by technology. Their resilience, rooted in histories of trauma, displacement, and transformation, was bolstered by faculty mentorship, inclusive pedagogy, and access to institutional resources. Professors' engagement, cultural awareness, and advocacy played a central role in shaping students' sense of belonging and academic confidence. Nine key themes emerged from the analysis: Purpose: Students were motivated by degree goals and purpose driven learning; Pedagogy: Effective learning occurred through visual and collaborative strategies; Tools: Technology served as a vital bridge to understanding; Support: Students needed access to accommodations and services; Mentorship: Faculty and advisors played a crucial role in academic success; Belonging: Cultural inclusion promoted engagement; Community: Peer networks enhanced the learning experience; Identity: Recognition of individual identities validated students’ presence; and Agency: Students practiced self-advocacy to shape their educational paths. This study concluded that higher education educators must adopt practices that promote equity and a sense of belonging for refugee students.

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