Factors Behind Higher College Degree Attainment Among English-Speaking Somali Diasporas
Introduction:
Based on extensive observations, which I have conducted over the years, it has become evident that Somali diasporas residing in English-speaking countries tend to possess more college degrees than those in non-English-speaking countries.
This article explores the underlying reasons for this phenomenon by presenting three theories: the language factor, the familiarity factor, and the economic and integration opportunities factor. By examining these theories, we can understand why English-speaking-based Somali diasporas exhibit higher educational achievements.
Defining Somali Diasporas and English-Speaking Countries:
For this article, I refer to Somali diasporas as individuals who have settled, lived, and worked in foreign countries for more than a decade. Furthermore, In this context, English-speaking countries encompass nations such as the United Kingdom, the United States, Canada, Australia, and New Zealand, where English serves as either the native language or a functional/working language.
Theory 1: The Language Factor:
One key contributing factor behind English-speaking Somali diasporas’ higher college degree attainment is the English language itself. As a global language, English proficiency provides a solid foundation for Somali immigrants residing in these countries. Even if their command of English was basic in the first place, it enables them to navigate and communicate effectively in academic settings.
In contrast, Somali diasporas in non-English-speaking countries, such as Germany, Finland, or Denmark, may face additional challenges due to language barriers.
While English may be present in the higher education institutions of these countries(i.e. Germany, Finland and Denmark), the native language of the professors and the dominant language in education can create a more challenging environment for pursuing higher education.
Theory 2: The Familiarity Factor:
The familiarity factor arises from the resemblance between the education systems of English-speaking countries and the Somali education systems(currently and previously), which were influenced by English-led European projects. Although not identical, the school and university systems in countries like the UK, the US, Canada, Australia, and others share similarities with the Somali education system.
This familiarity enables Somali diasporas to adapt more quickly to the academic requirements and expectations, ultimately facilitating their pursuit of college degrees.
Theory 3: Economic and Integration Opportunities:
Due to their global prominence, English-speaking countries offer greater economic and integration opportunities for immigrants with advanced degrees. These nations attract skilled professionals worldwide and provide a conducive environment for career advancement.
Somali diasporas residing in English-speaking countries, motivated by the prospect of bettering their lives, recognise the value of acquiring higher education to enhance their employment prospects and integration within the host society.
While it is true that Somali diasporas in non-English-speaking countries also attain advanced degrees, the numbers remain comparatively smaller than the English-speaking countries whose’ global positions contribute to their ability to offer enhanced opportunities to Diaspora communities, thus incentivising the pursuit of higher education among the Somali diaspora.
Conclusion:
While there may be other contributing factors, I will argue that the three mentioned factors are the key contributors to higher college degree attainment among English-speaking Somali diasporas. First, the English language itself acts as a facilitator, providing a foundation for academic pursuits.
Second, the familiarity factor arising from the resemblance between education systems in English-speaking countries and the Somali education systems helps ease the burden.
Finally, the global positions of these countries create greater economic and integration opportunities for Somali diasporas with advanced degrees. And, While Somali diasporas in non-English-speaking countries also obtain advanced degrees, their numbers remain relatively smaller.
By interrogating these factors, we can understand better why English-speaking-based Somali diasporas exhibit higher educational achievements compared to their counterparts in non-English-speaking countries.
