Call for Article Proposals: Winter 2020 Special Issue


Special Issue: Thriving in the Face of Adversity: Mapping Experiences of Refugee Students in Higher Education
Proposal deadline: September 1, 2019
Guest Editor: Belma Sadikovic, Minnesota State University Moorhead
Contact Info:

Introduction and scope:
Refugees resettled to the United States face numerous obstacles entering higher education and obtaining a college degree. Education, including higher education, is a means of enabling refugees to effectively acculturate in their new country as well as become self-sufficient, which provides avenues for social engagement, enhancing refugees’ social and cultural capital (Sadikovic, 2017). Researchers indicate that education is crucial for restoring social and emotional healing (Huyck & Fields, 1981; Mosselson, 2002). Moreover, education is a means of enabling refugees to acculturate, leading them towards becoming more self-sufficient in their new country (Strang & Ager, 2010). Thus, education is considered both an indicator of integration and a means of attaining it.

Various factors enable and constrain the process of navigating higher education, including but not limited to English language fluency, educational background, and sociocultural status (Clark, 2007; Roxas, 2008). Family, community and support within academic instructions impact the ability of refugee students to effectively navigate higher education. Furthermore, structured academic and student support within colleges indicates another significant factor in the academic success of refugee students.

Papers addressing the following, or any other related themes are welcome:
• Impact of refugee resettlement policies and immigration ideologies on refugee integration and academic success
• Refugee students as agents of change
• Refugee student inclusion in academia, refugee communities, and host communities
• Higher education admissions policies and their impact on refugee students bridging into higher education
• Impact of student support programs on refugee students
• Dimensions of inclusion in a range of social spaces (e.g., classrooms, campus community, community-based programs, the workplace, online academic spaces, or nontraditional spaces of inclusion)
• Influence processes of learning, practices of teaching, and policies of inclusive and equitable education
• Alternative forms of education for refugee adult learners: non-formal and informal education
• Traumatic life experiences and education
• Refugee women and higher education
• The role of faculty and staff involvement in refugee student college experiences

Submission instructions
Proposals (due September 1, 2019) should contain the following information:
• Proposed chapter title
• Author name(s) and affiliation(s)
• 500 word overview
• 150 word biography for each author

Proposals may be submitted in one of two ways:
1. Through the JCIHE submission portal. Click here to access the portal.
2. Documents saved as a single Microsoft Word (.doc or .docx) or .PDF file may be emailed as attachments to

Authors of accepted proposals will be notified by October 1, 2019.

This call for proposals has been developed in consultation with the Journal of Comparative and International Higher Education. Upon acceptance, authors will be sent detailed guidelines, including specifications for images, permissions and other multimedia. Full articles must be approximately 3,500-5,500 words long and use Chicago Reference style. Articles must be original and may not be submitted for publication elsewhere. All articles will be double-blind peer reviewed. 

Please send all inquiries to the editor at

Proposals due September 1, 2019
Proposals accepted by October 1, 2019
Articles due February 15, 2020
Final revisions due September 15, 2020