Differential pathways to higher education

A social justice analysis of international students from the Global South and refugees in Germany

Authors

DOI:

https://doi.org/10.32674/a9x3z816

Keywords:

International students, refugee students, Global South, Germany, Higher Education Access, Social Justice

Abstract

This study examines the differential experiences of international students from the Global South and refugees accessing higher education in Germany through Fraser's (2008) tri-dimensional framework of social justice: redistribution, recognition, and representation. While both groups share overlapping challenges in navigating German higher education, existing research has largely treated them separately, creating gaps in understanding their comparative experiences and support needs. Using a conceptual qualitative research design informed by theory synthesis, the study finds that Global South students face economic barriers and cultural misrecognition despite educational legitimacy, while refugees encounter compounded obstacles, including legal uncertainties and recognition deficits, even with targeted support programs. Both experience compound injustice, intersecting economic, cultural, and political exclusion. The analysis reveals that current support systems operate on homogenizing principles, failing to reflect the intersectional realities of these students. Institutional reform grounded in social justice is urgently needed to foster genuinely inclusive educational environments

Author Biographies

  • Gabriela Fernandes, Institute of Economics of the Friedrich-Alexander-Universität Erlangen-Nürnberg, Germany

    Gabriela Fernandes holds a Bachelor's degree in Economics from the Federal University of Goiás (UFG) and an MBA in Circular Economy and Sustainable Development from the Pontifical Catholic University of Rio Grande do Sul (PUCRS), in Brazil. She is currently pursuing a Master’s degree in Development Economics and International Studies at the Friedrich-Alexander-Universität Erlangen-Nürnberg, in Germany. Her research interests lie in the area of education as a driver for migration, labor market transitions, internationalization of higher education, and economic development.

  • Elizabeth M. Hernández-López, University of Guadalajara, México

    Elizabeth M. Hernández-López holds a Ph.D. in Education from the University of Southampton (UK), a Master’s in Intercultural Communication from the University of Maryland, Baltimore County (USA), and a Bachelor’s degree in English Language Teaching from the University of Guadalajara (Mexico). She is a full-time faculty researcher in the Department of Modern Languages at the University of Guadalajara. Her research focuses on the internationalization of Higher Education, intercultural mediation, and the training and development of English language teachers.

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2026-03-10

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Vol. 16 No. 10 (2026): Journal of International Students

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Research Articles (English, regular edition)

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Copyright (c) 2026 Gabriela Fernandes, Elizabeth M. Hernández-López

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How to Cite

Fernandes, G., & Hernández-López, E. M. (2026). Differential pathways to higher education: A social justice analysis of international students from the Global South and refugees in Germany. Journal of International Students, 16(10), 145-166. https://doi.org/10.32674/a9x3z816