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Evidence Summary

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What strategies improve the outcomes of refugee women in employment programs?

This evidence summary, authored by Switchboard, summarizes the state of available evidence regarding strategies to improve the employment rates of refugee women in employment programs.

Limited but growing evidence shows positive impacts of national policies on the employment rates of refugees.

Canada’s Educational Credential Assessment requirement for economic migrants and private sponsorship programs has shown positive impacts on employment rates, the latter especially for women with lower educational levels.

Denmark’s 2016 work-first policy for refugees had a significant positive impact on men’s employment rates one year after arrival, but the impact on women appeared to be limited and potentially negative.

Systematic reviews identified no robust studies for refugees specifically and limited evidence for low-income populations.

A 2015 comprehensive systematic review of the effects of interventions on refugees’ labor force participation rate, employment rate, use of cash assistance, income, job retention, and quality of life identified no studies for inclusion due to methodological weaknesses. Consequently, the review, which included programs serving both women and men, did not find any evidence for or against any intervention.

Several interventions have been found to be effective at improving labor market outcomes of low-income adults in general. The strategies that appear most effective are financial incentives and sanctions, education, work experience, and training. Interventions that combine several strategies to help low-income workers find and keep jobs appear more effective than any single strategy.

Largely suggestive evidence provides some guidance on what could work for refugee women entering the labor market.

Extended case management is associated with higher household incomes and job satisfaction, in addition to significantly higher employment rates at six months and one year post-resettlement. However, benefits for women are not as clear as those for men.

Supporting women in developing skills and meeting educational attainment goals can lead to higher employment rates.

Opening opportunities for women to engage in the workforce in non-traditional ways, such as through entrepreneurship or gig work, could help overcome potential barriers surrounding traditional workplaces.

Post TitleStrength of EvidenceType of StudyDirection of Evidence
The home environment and Asian immigrant children’s early literacy skillsSuggestiveSuggestive evidenceN/A
Understanding and responsiveness in the trauma-informed adult ESL classroomSuggestiveSuggestive evidenceN/A
A need to be needed: The intersection between emotions, apprenticeship, and student participation in an adult ESL literacy classroomSuggestiveSuggestive evidenceN/A
Implementing a year-long reading while listening program for Japanese University EFL students: Computer Assisted Language LearningSuggestiveSuggestive evidenceInconclusive or mixed impact
English-only instruction and immigrant students in secondary schools: A critical examinationSuggestiveLiterature reviewN/A
Change in home language environment and English literacy achievement over time: A multi-group latent growth curve modeling investigationSuggestiveSuggestive evidenceN/A
Bilingual education in the United States: An historical overview and examination of two-way immersionSuggestiveSuggestive evidenceN/A
Blended learning program: An alternative solution to improve students TOEFL scoreSuggestiveSuggestive evidencePositive impact
A resource-oriented functional approach to English language learningSuggestiveSuggestive evidenceN/A
Factors shaping bilingual and ESL teachers’ perceptions of successes and barriers in meeting emergent bilingual students’ needsSuggestiveSuggestive evidenceN/A
Exploring early reading instructional strategies to advance the print literacy development of adolescent SLIFESuggestiveSuggestive evidencePositive impact
Exploring multilingual learners’ writing practices during an L2 and an L3 individual writing taskSuggestiveSuggestive evidenceN/A
“If I speak English, what am I? I am full man, me”: Emotional impact and barriers for refugees and asylum seekers learning EnglishSuggestiveSuggestive evidenceN/A
English language learning barriers of Afghan refugee women in AustraliaSuggestiveSuggestive evidenceN/A
Supporting immigrant families and rural schools: The boundary-spanning possibilities of an adult ESL programSuggestiveSuggestive evidenceN/A
Head Start, two-generation ESL services, and parent engagementModerateImpact evaluationPositive impact
Investigating the impact of self-pacing on the L2 listening performance of young learner candidates with differing L1 literacy skillsSuggestiveSuggestive evidenceNo impact
Learning communities finding common ground for the common goodSuggestiveSuggestive evidenceN/A
Conducting a community-based ESOL programme needs analysisSuggestiveSuggestive evidenceN/A
Workplace ESOL goes digital: Expanding opportunities for English language learningSuggestiveSuggestive evidencePositive impact
Digital simulation games in CALL: A research reviewStrongSystematic reviewPositive impact
Retrospect and prospect of comuter assisted English language learning: A meta-analysis of the emprical literatureStrongMeta-analysisPositive impact
Developing mental orthographic representations in refugee spellers with low literacy: How much input is too much?ModerateImpact evaluationInconclusive or mixed impact
The effects of a two-generation English as a second language (ESL) intervention on immigrant parents and children in Head StartModerateImpact evaluationPositive impact
The health literacy and ESL study: A community-based intervention for Spanish-speaking adultsModerateImpact evaluationPositive impact
A cardiovascular health intervention for Spanish speakers: The health literacy and ESL curriculumModerateImpact evaluationPositive impact
The effects of a game-enhanced learning intervention on foreign language learningModerateImpact evaluationPositive impact
Differences in language proficiency and learning strategies among immigrant women to CanadaSuggestiveSuggestive evidenceN/A
The use of video games in teaching EFL students to write argumentsModerateImpact evaluationNo impact
“Keeping words in context”: Language policy and social identification in an immigrant job training programSuggestiveSuggestive evidenceN/A
Exploring ESOL teachers’ perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UKSuggestiveSuggestive evidenceN/A
Learning difficulties or learning English difficulties? Additional language acquisition: An update for paediatriciansSuggestiveSuggestive evidenceN/A
Using gamification to support learning English as a second language: A systematic reviewStrongSystematic reviewPositive impact
The learn act: A bipartisan legislative proposal to advance educational opportunities for immigrants and English learnersSuggestiveSuggestive evidenceN/A
Thirty-five years of ISLA on form-focused instruction: A meta-analysisStrongMeta-analysisPositive impact
School drama: Using drama for oracy in an EAL/D classroomSuggestiveSuggestive evidencePositive impact

Websites and Databases  Population Terms3  Methodology Terms  Target Outcome Terms 
EBSCOHost 

ERIC 

Google Scholar 

refugee 

OR 

immigrant 

OR 

“unaccompanied minor” 

OR 

asylee 

OR 

“temporary protected status” 

OR 

 “victims of traffick*”  

OR 

“traffick* victims” 

OR 

T-Visa 

OR 

U-Visa 

OR 

Cuban 

OR  

Haitian 

OR 

Amerasian 

 

evaluation  

OR  

impact 

OR 

program  

OR  

intervention  

OR 

policy  

OR  

project 

OR 

train* 

OR 

therapy 

OR 

treatment 

OR 

counseling 

OR  

workshop 

OR 

review  

OR 

meta-analysis 

OR 

synthesis 

“English language learning” 

OR 

“English as a second language” 

OR 

“Toefl” 

OR 

“tesol” 

OR 

“English class*” 

OR 

“English tutor*”