Anticipated Date of Graduation
Summer 2021
Document Type
Thesis
Degree Name
Master of Science in Mathematical Sciences
Department
Mathematics
First Advisor
Douglas Darbro
Abstract
The research confronts quantitative research outcomes on factors that hindered the academic performance of resettled refugee students in the United States. There are many studies about refugees, but we did not find any research about resettled refugee student’s academic performance in the United States. This research will help the audiences, researchers, higher education administrators to know what are the major factors that contribute to the academic performance of the resettled refugee college student in the United States. This research will also be a great reference for researchers who want to research on academic performance and educational background of immigrant students. We used the statistical software package “R” to analyze data. We have used ANOVA, t-test, and Logistic regression to find our results. We found that parents’ educational level, language barriers, and family status play a significant role in hindering the academic performance of resettled refugee students in the United States. Despite the traumatic lives, resettled refugee students are doing as better as American college students in their academic performances. The results of this study suggested that there are some factors that are significantly affecting the GPA score of the resettled refugee students in the United States. But there are multiple ways that are to be followed by individual students and their parents to overcome those factors to improve their academic performance.
Recommended Citation
Pokhrel, Bashu and Gautam, Gagan, "Resettled refugee students' higher education in the United States: The role of parents' highest level of education, family status and language barrier in their academic success" (2021). Master of Science in Mathematics. 4.
https://digitalcommons.shawnee.edu/math_etd/4