Refugees' integration into their professions: experiences of refugee doctors and teachers in the UK

Research output: ThesisDoctoral Thesis

Abstract

By drawing upon the experiences of refugee doctors and teachers, this thesis seeks to explore integration into professions as a complex two-way process. This thesis aims to investigate the ongoing events that construct the integration process but does not attempt to measure this process. In order to achieve this, the study explores the roles of underlying structures (profession and refugeeness) and refugee agency in shaping the actions and experiences that construct the integration process. The findings of this thesis are drawn from 180 online surveys, 12 interviews with service providers and 39 interviews with refugee doctors and teachers. The data were collected over a six-month period in Glasgow and London. The findings show that professional structures create institutional and cultural barriers which limit refugee doctors' and teachers' opportunities to re-enter their chosen professions after arrival in the UK. These experiences were further enhanced by the refugeeness of these professional groups wishing to work in a country where they were not educated. The findings also illustrate refugees' diverse responses to challenge encountered barriers and re-enter their professions. Finally, this study shows the important role of professional, cultural and social capital in the process of integration into professions.
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • University of Strathclyde
Supervisors/Advisors
  • Smith, Geri, Supervisor, External person
  • Da Lomba, Sylvie, Supervisor, External person
Award date1 Jan 2013
Place of PublicationGlasgow
Publisher
Publication statusPublished - 2013
Externally publishedYes

Fingerprint

refugee
profession
teacher
experience
cultural capital
interview
online survey
service provider
social capital
event
Group

Keywords

  • refugee integration
  • refugee teacher
  • refugee doctor

Cite this

@phdthesis{d6ec556f105c46ed9ee8a3df13c44615,
title = "Refugees' integration into their professions: experiences of refugee doctors and teachers in the UK",
abstract = "By drawing upon the experiences of refugee doctors and teachers, this thesis seeks to explore integration into professions as a complex two-way process. This thesis aims to investigate the ongoing events that construct the integration process but does not attempt to measure this process. In order to achieve this, the study explores the roles of underlying structures (profession and refugeeness) and refugee agency in shaping the actions and experiences that construct the integration process. The findings of this thesis are drawn from 180 online surveys, 12 interviews with service providers and 39 interviews with refugee doctors and teachers. The data were collected over a six-month period in Glasgow and London. The findings show that professional structures create institutional and cultural barriers which limit refugee doctors' and teachers' opportunities to re-enter their chosen professions after arrival in the UK. These experiences were further enhanced by the refugeeness of these professional groups wishing to work in a country where they were not educated. The findings also illustrate refugees' diverse responses to challenge encountered barriers and re-enter their professions. Finally, this study shows the important role of professional, cultural and social capital in the process of integration into professions.",
keywords = "refugee integration, refugee teacher, refugee doctor",
author = "Emilia Pietka-Nykaza",
year = "2013",
language = "English",
publisher = "University of Strathclyde",
address = "United Kingdom",
school = "University of Strathclyde",

}

Refugees' integration into their professions : experiences of refugee doctors and teachers in the UK. / Pietka-Nykaza, Emilia.

Glasgow : University of Strathclyde, 2013. 470 p.

Research output: ThesisDoctoral Thesis

TY - THES

T1 - Refugees' integration into their professions

T2 - experiences of refugee doctors and teachers in the UK

AU - Pietka-Nykaza, Emilia

PY - 2013

Y1 - 2013

N2 - By drawing upon the experiences of refugee doctors and teachers, this thesis seeks to explore integration into professions as a complex two-way process. This thesis aims to investigate the ongoing events that construct the integration process but does not attempt to measure this process. In order to achieve this, the study explores the roles of underlying structures (profession and refugeeness) and refugee agency in shaping the actions and experiences that construct the integration process. The findings of this thesis are drawn from 180 online surveys, 12 interviews with service providers and 39 interviews with refugee doctors and teachers. The data were collected over a six-month period in Glasgow and London. The findings show that professional structures create institutional and cultural barriers which limit refugee doctors' and teachers' opportunities to re-enter their chosen professions after arrival in the UK. These experiences were further enhanced by the refugeeness of these professional groups wishing to work in a country where they were not educated. The findings also illustrate refugees' diverse responses to challenge encountered barriers and re-enter their professions. Finally, this study shows the important role of professional, cultural and social capital in the process of integration into professions.

AB - By drawing upon the experiences of refugee doctors and teachers, this thesis seeks to explore integration into professions as a complex two-way process. This thesis aims to investigate the ongoing events that construct the integration process but does not attempt to measure this process. In order to achieve this, the study explores the roles of underlying structures (profession and refugeeness) and refugee agency in shaping the actions and experiences that construct the integration process. The findings of this thesis are drawn from 180 online surveys, 12 interviews with service providers and 39 interviews with refugee doctors and teachers. The data were collected over a six-month period in Glasgow and London. The findings show that professional structures create institutional and cultural barriers which limit refugee doctors' and teachers' opportunities to re-enter their chosen professions after arrival in the UK. These experiences were further enhanced by the refugeeness of these professional groups wishing to work in a country where they were not educated. The findings also illustrate refugees' diverse responses to challenge encountered barriers and re-enter their professions. Finally, this study shows the important role of professional, cultural and social capital in the process of integration into professions.

KW - refugee integration

KW - refugee teacher

KW - refugee doctor

M3 - Doctoral Thesis

PB - University of Strathclyde

CY - Glasgow

ER -