The educational landscape for the United States has continued to shift with the arrival of African Muslim youth with refugee status. This phenomenological study examines the lived experiences of college-aged refugees (ages 18-22) attending various public (community and 4-year) colleges in the western United States. The participants' (N=12) narratives address the carryover effects of trauma including the challenges of racism, discrimination, and Islamophobia. This discussion further explores the ways in which African refugee youth navigate and survive these sometimes discouraging challenges within their school setting. The findings suggested that strong parental bonds, religiosity, ethnic and cultural solidarity, as well as youths' determination and motivation to attain their academic goals counterbalanced hostile experiences from their U.S.-born peers. This article concludes by (a) proposing that educators look beyond curriculum goals and the depersonalized structures, and (b) reasserting the important role of social workers in academic institutions providing culturally responsive mental health services to African Muslim students from refugee backgrounds. © 2015 Michigan State University.All rights reserved.

youth Education African refugees Resiliency Racism trauma

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