Refugees pursuing higher education in the context of host countries face numerous challenges, but the literature is sparse on relevant university supports. This article evaluates the existing transnational literature using quantitative textual analysis to point toward the need for scholarship on intersectional programs serving refugee students. Wethen move to outline examples of such university structures, probing how intersectional programs undergird these marginalized students in Australia, Germany, the United States, and via online education providers. We address centralized admissions and enrollment procedures, mentorship, and student support networks. Finally, we urge the use of an intersectional lens in approaching program development and iteration in light of the multiple and unfolding displacement crises worldwide.

DOI: 10.1086/708190
ISSN: 0010-4086