International students’ enrollment in higher education in the U.S has expanded considerably in the last decades. In 2015, the United States hosted more of the world’s 4.1 million international students than any other country. With the number of foreign students that come to study in the U.S, 14.5% of international students are African students with the majority of the population coming from Nigeria, Kenya, and Ghana.
The U.S. is often described as the land of opportunity abroad, but this research intends to explore that perception for international students, especially African students. Many consider African international students as the gateway to local business owners in the U.S seeking to expand a wider global horizon, especially in Africa.
This research explored the different types of academic and social challenges faced by African international students in collegiate institutions in America through auto-ethnographic research, and to find possible solutions to those challenges faced by African students. This is a qualitative research approach that used the sequential auto-ethnographic experience of the author as the research tool in identifying and categorizing some of the challenges faced by African international students. It is the researcher’s intention that the findings in this research will be used as a guide for the next group of African international students aspiring to come to the U.S to study.
Table of Contents
Chapter 1: Defintion of the Problem
Chapter 2: Literature Review
Chapter 3: Methodology
Participant Observation
Chapter 4: Data Analysis and Interpretation
Immigration and Visa
Academic Requirements and Expectations
Financial Pressure
Language
Climatic Change and Living Condition
Teaching-learning culture
Social Challenges
Stereotyping and Segregation
Racial discrimination
Separation and Detachment
Politics and Policies
Chapter 5: Summary, Conclusion and Recommendation
Family pressure and Transitioning process
Financial Problem
Cultural Difference
Recommendation
Research Objectives and Topics
The primary objective of this research is to explore and identify the diverse academic and social challenges encountered by African international students within collegiate institutions in the United States. By utilizing an auto-ethnographic approach, the study aims to document the researcher's personal transition and experiences, while providing actionable recommendations and solutions to assist future African students in successfully integrating into the American educational system.
- Analysis of academic barriers including curriculum differences and teaching styles.
- Evaluation of social challenges such as stereotyping, racism, and isolation.
- Examination of the impact of financial pressure and immigration policies.
- Development of strategies and recommendations for improved student support systems.
Excerpt from the Book
Stereotyping and Segregation
My personal academic experience has led me to believe Traore (2006) that “negative stereotypes about Africa abound in American schools and in the media, making it virtually impossible for newly arrived African students, whether immigrants or refugees, to accomplish their goals of getting a quality education. Some home-grown students in America see Africa as one giant country, rather than a continent, where we all live together and somehow know each other. To date, it still surprises me to see some college students of some institutions in Harrisburg, Pennsylvania asking me if we travel around in Africa using tree vines or if we have cars at all in Africa. It was a shocking moment for me when a college student asked me if we eat bananas and fruits every day in Africa. Questions like this show that some people in America have little knowledge or are clueless about the worlds’ second oldest continent.
As an African student, I arrived in America with the vibrant hope and expectations that my American education would surpass my dreams because I believe education is the only hope and way out of poverty. Many African international students I know, believe that the only way to secure the best of education and better life is to come to America; a country we presume knows everything - only to get here and discover that most Americans especially the students we interact with daily in our different educational institutions know little or nothing about Africa or Africans.
Summary of Chapters
Chapter 1: Defintion of the Problem: This chapter provides an introduction to the research, outlining the author's personal motivation and the broader context of African students pursuing education in the United States.
Chapter 2: Literature Review: This section presents a comprehensive review of existing academic literature regarding the academic and social challenges faced by international students, with a specific focus on African experiences.
Chapter 3: Methodology: The author explains the choice of an auto-ethnographic qualitative research approach, supported by participant observation from other African international students to ensure the credibility of the findings.
Chapter 4: Data Analysis and Interpretation: This chapter details the core findings of the study, covering hurdles ranging from immigration and financial strain to language barriers, racism, and differences in teaching-learning cultures.
Chapter 5: Summary, Conclusion and Recommendation: The final chapter synthesizes the study's findings and offers specific recommendations for academic institutions to better support the integration and success of African international students.
Keywords
African international students, Higher education, Auto-ethnography, Academic challenges, Social barriers, Cultural adjustment, Immigration, Racism, Stereotyping, Financial pressure, Teaching-learning culture, Integration, Student support, USA, Identity.
Frequently Asked Questions
What is the fundamental focus of this research project?
The research focuses on the lived experiences of African international students in the United States, specifically highlighting the academic and social hurdles they face during their transition.
What are the core thematic areas addressed in this study?
The study examines themes such as immigration and visa processes, financial sustainability, language and cultural differences, and the impact of racism and stereotyping on student success.
What is the primary goal of the author?
The goal is to identify specific challenges to provide a guide and actionable recommendations for future African students aspiring to study in the U.S., while also informing academic institutions.
Which research methodology is employed?
The author uses a qualitative auto-ethnographic approach, utilizing his own personal narrative as a researcher and supplementing it with participant observations from other African students.
What does the main body of the work cover?
It covers a detailed breakdown of the transitioning process, including specific difficulties with American legal systems, educational expectations, and the socio-economic pressures unique to African immigrants.
Which keywords best describe this study?
Key terms include African international students, auto-ethnography, cultural adjustment, social barriers, academic challenges, and systemic integration.
How does the educational culture in Africa differ from that in the U.S. according to the author?
The author notes that many African students are accustomed to one-way instruction and rote learning, whereas American academia prioritizes critical thinking, classroom participation, and engagement.
How do immigration policies affect the author's experience?
The author highlights the instability of visa policies and the stress caused by shifting political environments, which directly impact his sense of security as a student in America.
What role does financial pressure play for these students?
Financial pressure is described as a major stressor, compounded by the exchange rate of the naira to the dollar and the lack of access to government financial aid, often forcing students to work "under-table" jobs.
What is the author's recommendation for academic institutions?
The author suggests that institutions should implement detailed orientation programs and create more supportive financial and academic structures that are student-oriented rather than merely policy-oriented.
- Citar trabajo
- Gbenga Okusolubo (Autor), 2017, Academic and Social Challenges Faced by African International Students in Collegiate Institutions in America, Múnich, GRIN Verlag, https://www.grin.com/document/416225
